document resume cs 508 670 ed 373 374 title ...document resume ed 373 374 cs 508 670 title...

DOCUMENT RESUME

ED 373 374CS 508 670

TITLE Evaluating Students' Learning and Communication

Processes: Handbook 4--Diagnostic Teaching Units:

Science.

INSTITUTION Alberta Dept. of Education, Edmonton. Student

Evaluation Branch.

PUB DATE 94

NOTE 254p.; For other handbooks in this series, see CS 508

667-669.

AVAILABLE FROM Learning Resources Distributing Cent ,, -2360 142

Street, Edmonton, Alberta T5L 4X9, Canada.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MFO1 /PC11 Plus Postage.

DESCRIPTORS Class Activities;Evaluation Methods; Grade 7; Junior

High Schools; *Learning Processes; Lesson Plans;

*Science Instruction; *Student Evaluation; Units of

Study

IDENTIFIERS *Alberta; Communication Context

ABSTRACTPresenting diagnostic teaching units for grade 7

science and Science 14, this handbook is intended to be used along

with the companion handbook 1, "Evaluating Students' Learning and

Communication Processes: Integrating Diagnostic Evaluation and

Instruction." The student activities of the diagnostic teaching units

in the handbook have been designed to engage students in the six

learning and communication processes (exploring, narrating,

imagining, empathizing, abstracting, and monitoring) described in the

companion handbook. The handbook consists of two diagnostic teaching

units: grade 7 science, "Structures and Design" and Science 14,

"Household Science: Acids and Bases." Each unit includes a general

description of the lessons in the unit followed by more detailed

plans for each lesson. The final section of the unit contains

supplementary materials created to support the lessons in the unit.

(RS)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.*

***********************************************************************

'

0

U S DEPARTMENT OF EDUCATIONof Educational Research and improvement

EDU ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

Minor changes have beer made tomprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

9--

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

BEST COPY AVAILABLE

EVALUATING STUDENTS' LEARNINGAND COMMUNICATION PROCESSES

DIAGNOSTIC TEACHING UNITS:SCIENCE

3

This document was written primarily for:StudentsTeachers 1AdministratorsParentsGeneral PublicOthers (Specify)

Copyright © January 1994. The Crown in Right of Alberta as represented by theMinister of Education. Alberta Education, Student Evaluation Branch.

11160 Jasper Avenue, Edmonton, Alberta. Canada T5K OL2All Rights Reserved.

Evaluating Students' Learning and Communication Processes can be purchased from:The Learning Resources Distributing Centre12360 - 142 StreetEdmonton, AlbertaT5L 4X9

SPECIAL PERMISSION is granted to educators to reproduce. for educationalpurposes and on a nonprofit basis, the special forms included in this document forrecording information about students' learning and communication processes andother materials intended for student use.

4

AcknowledgmentsThis program includes the valuable contributions of many educators. Sincerethanks and appreciation are extended to the following:Classroom teacherswho assisted theDiagnostic EvaluationProject Team indeveloping and fieldtesting the program

Language Arts

Nancy Adams Rocky View School Division #41Sandy Brown Calgary RCSS District #1Marie Ca ley Edmonton School District #7Linda Cleary County of Strathcona #20Leland Crapo County of Newell #4Gail Cuff Edmonton School District #7Keith Fisher Medicine Hat School District #76Mike Forbis Lethbridge School District #51Laurence Hanevy Calgary RCSS District #1Heather Harrigan Calgary School District #19Jacquilene Harty Rocky Mountain School Division #15Joseph LePage Red Deer RCSS District #17Valerie Lewis Calgary School District #19Lawrie Mack Calgary School District #19Bob Macpherson Grande Prairie School District #2357Doug Maishment Foothills School District #38Donna McCann Drayton Valley RCSS District #111Lyn Reynolds Lakeland RCSS District #150Debbie Schellenberger County of Parkland #31Leroy Smith Edmonton School District #7Marylynne Stumpf Red Deer School District #104Gerry Wowk Edmonton RCSS District #7Carol Young Fort McMurray School District #2833

Social Studies

Bonnie Baird Edmonton School District #7Valerie Doenz Calgary RCSS District #1Bob Dor land Edmonton School District #7Alice Fenny Edmonton School District #7Linda Finlay Calgary School District #19Rick Gilson Grande Prairie School District #2357Marcus Halley - Edmonton RCSS District #7Jim McGuckin Edmonton RCSS District #7Gordon Mercy Edmonton School District #19Rosemarie Nahnybida Beaver lodge RCSS District #68Dave Overand - Edmonton School District #7Wayne Schneider Calgary School District #19Joe Weleschuk Sherwood Park CSS District #105Scott Winter - Edmonton School District #7Bill Yuskow Edmonton School District #7

5

Members of theSteering Committeewho provided adviceand encouragementto the project team

Science

Monika Andes Calgary School District #19Joyce Andruchow County of Smoky Lake 413Janet Bent Calgary RCSS District #1Ken Boyko Edmonton RCSS District #7Anita Chetty County of Wheatland #16John Cowan - County of Mountain View #17Glenn Doerksen Calgary School District #19Harry Hawkings Red Deer School District #104Charmaine Howe Edmonton School District #7Allison Kerr Edmonton School District #7Alex Mackintosh County of Strathcona #20Phil Mark Edmonton School District #7Sandra Rau Medicine Hat School District #76Rob Smith County of Parkland #31Dean Throness County of Parkland #31Jeff Turner Calgary School District #19Gerald Ward - Calgary School District #1.9

Resource Teachers and Consultants

Genevieve Balogun Calgary School District #19Isabelle Brousseau County of St. Paul #19Janet Hancock Edmonton School District #7Dana Re' an Edmonton School District #7

Wayne Blair Consul ant. Distance EducationProgram Implementation. Branch,Alberta Education

Tara Boyd Coordinator, Language Arts.Curriculum Support Branch,Alberta Education

Mary Dunnigan Language Arts Consultant,Edmonton Regional Office, Alberta Education

Graham Fo-ter Supervisor of Language Arts,Calgary RCSS District #1

Jackie Gee Associate Superintendent.Instructional Services, County ofStrathcona #20

Glen Kirkland Supervisor of Language Arts.Edmonton RCSS District #7

Terry MacKenzie Elementary Consultant,Language Arts, Calgary SchoolDistrict #19

ii

6

Members of theDiagnostic EvaluationProject Team,Alberta Education

Others who madesignificant contributionsto the completion ofthe project

Barbara Preston Teacher. Brooks Junior HighSchool, Brooks School District #2092

Joe Raju High School Principal,Alberta Correspondence School.Alberta Education

Dorothy Watch Teacher, Fort McMurrayComposite High School. Fort McMurraySchool District #2833

Laurie Walker A. sociate Professor, Faculty ofEducation, University of Lethbridge

Darlene Montgomery Acting Program Manager:Diagnostic Evaluation

Dennis Belyk Associate Director: AchievementTesting and Diagnostic Evaluation

Tom Dunn Test Development SpecialistNadia Hochachka ExaminerShirley Machura Program Manager: Diagnostic

EvaluationBeverley Nugent ExaminerMarcia Wright Examiner

Jill Bonenfant WriterRebecca Ka lial WriterBonnie Blonar Word ProcessorTimothy Joseph Word ProcessorMichelle Lee Word ProcessorHolley Wong Word Processor

Cover design by David de Bourcier

iii

7

Table of Contents

Introduction 1

Purpose of This Handbook 1

Structure of This Handbook 2

The Diagnostic Teaching Unit 3

Structure of the Diagnostic Teaching Unit 3

Grade 7 ScienceStructures and Design 5

Science 14Household Science: Acids and Bases 101

Student Materials 153

8V

Introduction

Purpose of This Handbook

Integrating diagnosticevaluation withinstruction inscience

The diagnostic teaching units in this programhave been designed to help you include diagnosticevaluation of students' learning and communicationprocesses with regular learning activities in yourclassroom. This handbook, which presentsdiagnostic teaching units for Grade 7 Science andScience 14, is intended to be used along withHandbook 1. Evaluating Students' Learning andCommunication Processes: Integrating DiagnosticEvaluation and Instruction. This companionhandbook explains the theoretical framework of theprogram and describes the evaluation andinstructional strategies that will help you and yourstudents gain the most benefit from your use of thediagnostic teaching unit.

The student activities of the diagnostic teachingunits have been designed to engage students in thesix learning and communication processes describedin Handbook 1 of the program so that theirindependent use of these processes can be assessed.Your students will have opportunities to observe andevaluate their own learning and communicationprocesses and those of their peers. You and yourstudents will be able to construct profiles of theirindependent use of the processes. You can use theseprofiles cooperatively to plan instructional activitiesthat will help your students develop greaterindependent control over their learning andcommunication processes.

These units are not intended to prescribe content ormethodology. You may wish to use the units exactlyas presented, or you may wish to adapt the learningactivities to fit your own situation and your ownstudents. We hope you will view the diagnosticteaching units as models that can be replicated forother topics in the courses you are teaching. In thisway, you can continue to gather diagnosticinformation about your students' learning andcommunication processes and meet their individualneeds as learners and communicators.

1 9

Structure of This Handbook

The Diagnostic Teaching This handbook consists of two Diagnostic TeachingUnits Units:

Grade 7 Science, "Structures and Design"

Science 14, "Household Science: Acids and Bases"

Each unit includes a general description of thelessons in the unit followed by more detailed plansfor each 1-sson. The final section of the unitcontains supplementary materials created to supportthe lessons in the diagnostic teaching unit.

to2

The Diagnostic Teaching Unit

Structure of the Diagnostic Teaching Unit

The diagnostic teaching unit has three partsUnitPlan, Lesson Plans, and Student Materials.

The Unit Plan

The Unit Plan presents a general overview of theunit. These planning sheets are facing pages dividedinto several columns. (See pages 12 and 13 for anexample.)

Processes The first column, "Processes," indicates the six-Exploring learning and communication processes students will-Narrating use as they participate in the activitiesExploring,-Imagining Narrating, Imagining. Empathizing, Abstracting,-Empathizing and Monitoring. Titles of the lessons are also found-Abstracting in this column. Under the lesson title, the-Monitoring processes to be emphasized during each lesson are

indicated by an "x." Processes that will be used bystudents, but are not the prime focus of evaluation,are indicated by a check mark.

Diagnostic EvaluationProcedures

Activities

Classroom Organization

Strands

Program Objectives

Materials

The second column, "Diagnostic EvaluationProcedures," summarizes what you will do to evaluatethe learning and communication processes ofselected students. Key words in these proceduresare boxed for emphasis.

The third column, "Activities," indicates what youand your students will do during each lesson. Thefourth and fifth columns indicate how students areorganized for the lesson (learning as individuals, inpairs, in small groups, or in a whole class setting)and the language strands that are engaged in duringeach lesson (reading, writing and representing, oralcommunicationlistening and speaking, andviewing).

The sixth column lists the objectives from theProgram of Studies that are pertinent to each lesson.The seventh and final column lists the materialsstudents will use in the 'lesson and the materials thatyou will use to observe and evaluate their learningand communication processes.

3 1 1

Objectives

Procedures-Student Activity-Teacher Activity-Supplementary or

Alternate Procedures

Materials

The Lesson Plans

Like the Unit Plan sheets, the Lesson Plan sheets aredivided into columns. (See page 32 for an example.)

The first column, "Objectives," lists the knowledge,skill, and attitude objectives from the Program ofStudies that are the focus of the lesson.Opportunities to engage in the six learning andcommunication processes will help students achievethese objectives. The Descriptive Scales and theObservation/Profile Sheets in the companionhandbook, Evaluating Students' Learning andCommunication Processes: Integrating DiagnosticEvaluation and Instruction, will enable you toevaluate students' attainment of these objectivesindirectly and formatively through your evaluation oftheir learning and communication processes. Anysurnmative evaluation procedures that you conductduring the lesson will, of course, take theseobjectives more directly into account.

The "Procedures" column is subdivided into StudentActivity. Teacher Activity, and Supplementary orAlternate Procedures. Descriptions and explanationsof the diagnostic evaluation procedures that you willconduct, as the students are involved in activities,are highlighted with grey screening for emphasis.Under "Supplementary or Alternate Procedures" youwill find additional information about the lesson orabout procedures that might be necessary for yourstudents, as well as alternate activities that you maywish to try.

The third column lists the materials thatwill be used during the lesson. The resourcesstudents will need and the record-keeping formsand equipment you will need are listed directlyopposite the activity they apply to.

The Student Materials

Student materials have been created to support thelessons in this unit. Additional readings are includedin this section, as are assignments for small groupwork and writing of various kinds. These studentmaterials may be duplicated for classroom use.

412

Grade 7 ScienceStructures and Design

An examination ofthe relationship betweenscience and technologythrough direct exptr.xieneein the design andconstruction ofstructures to solveproblems

Lesson Sununaries

In this Diagnostic Teaching Unit, students willexamine the relationship between science andtechnology through a study of structures anddesign. They will learn that the design andconstruction of materials involves the creativeapplication of science and technology. Studentswill be involved in the design and construction ofstructures, using simple materials to solve practicalproblems and develop the skills of technologicalproblem-solving.

There are fourteen lessons in this unit. The term"lesson" refers to a group of related activities thatmay require more than one Cass period tocomplete. Some may require less than one classperiod. You may wish to adapt the lessonsaccording to the needs of your students and theavailability of resources. A brief summary of thelessons follows.

Lesson One: "Building a Tower" introducesstudents to technological problem-solving andencourages them to draw upon their tacitknowledge of structure within a specified timeperiod, using only materials provided. Studentsalso begin a jourrql, using writing to reflect uponand extend the arning activity.

Lesson Two: "Designs in Natural and ManufacturedStructures" introduces students to the principles oftechnological problem-solving. Students learn howto preview a text, noting features of the text andtheir purposes. They learn precise scientificdefinitions of key words related to structure anddesign. They use their journals to record what theyhave learned and record examples of manufacturedstructures that reflect natural structures in theirdesign.

Lesson Three: "Relating Function and Design"invites students to explore the relationshipbetween function and design by thinking of noveluses for familiar objects.

Lesson Four: "Using Similar Materials to CreateDifferent Designs to Serve Various Functions"provides additional practise in appropriateprereading strategies and engages students intechnological problem-solving, using givenmaterials in creative ways to design structures to

5 13

serve specific purposes. Students also practisemaking diagrams to record their observations.

Lesson Five: "Review" involves students incollaborative group work to answer questions thatprobe their understanding of ideas and language inthe preceding lessons.

Lesson Six: "Quiz" involves students inindependent work to answer questions that testtheir understanding of new ideas and language inprevious lessons.

Lesson Seven: "Strength of MaterialsCompressionand Tension" provides additional practise inappropriate prereading strategies. Students arechallenged to formulate hypotheses about thecompressive and tensile strength of materials,design and carry out experiments to test theirhypotheses, and apply their understanding ofcompressive and tensile strength to real-lifesituations requiring their use. They also practisewriting to learn, beginning a series of journalentries that will encourage them to apply what theyare learning to the design of an imaginarystructure

Lesson Eight: "Designing for Support andStrength" provides additional practise inappropriate prereading strategies. Students carryout tasks to learn different ways of providingsupport and strength to a beam.

Lesson Nine: "Testing the Shape and Strength ofBeams" involves students in constructing beams ofdifferent shape; testing the sti ength of each;drawing tentative conclusions about therelationship between orientation, shape, andstrength of beams; and then reading to verify,extend, and refine their conclusions. They alsopractise writing to learn, relating what they havelearned about the shape and strength of beams todesign of their imaginary structure, modifying it ifnecessary in light of new information.

Lesson Ten: "Reinforcing Structures for Strength"provides additional practise in effective readingstrategies. Students learn how triangles can beused in the design of a structure to lend supportand strength to the structure. They also practisewriting to learn, reflecting on the application ofthis knowledge to the design of their imaginarystructure.

614

Lesson Eleven: "Reinforcing Structures forStrength" provides additional practise in effectiveprereading strategies. Students extend theirknowledge of how triangles can be used to givesupport and strength to a structure, examining theeffect when corrugated materials are used. Theyalso practise writing to learn, exploring theapplication of this knowledge to the design of theirimaginary structure.

Lesson Twelve: 'Testing the Shape and Strength ofColumns" involves students in constructingcolumns of different shapes, testing their strength,drawing tentative conclusions about therelationship between strength and shape, and thenreading relevant sections of their textbook toverify, extend, and refine their understanding.They also practise writing to learn. exploring theapplication of this knowledge to the design of theirimaginary structure.

Lesson Thirteen: "Circles of Knowledge" requiresstudents to demonstrate their ability to applyprereading strategies independently to theirreading about one of five topics. Then they work insmall groups on tasks related to their reading,prepare to share new ideas and language with otherstudents. make up questions to monitor theeffectiveness of their presentations, read otherstudents' answers to their questions. anc: providefeedback to clarify other students' understanding ifnecessary. They also practise writing to learn bymaking an entry in their journal about this activity.

Lesson Fourteen: "Building a Better Tower"challenges students to apply their knowledge oftechnological problem-solving and structures anddesign to the construction of a tower that must bebuilt to meet more rigorous specifications than inLesson One. They also complete their journal withan entry similar to that of Lesson One, except thatin this entry they must use the formal language ofstructures and design with accuracy and precision.

157

GRADE 7 SCIENCE

STRUCTURES AND DESIGN

Acknowledgments

Unit Developers:Janet BentCalgary RCSS District #1

Ken BoykoEdmonton RCSS District #7

Anita ChettyCounty of Wheatland #16

John CowanCounty of Mountain View #17

Harry HawkinsRed Deer School District #104

Phil MarkEdmonton School District #7

Sandra RauMedicine Hat School District #76

11 17

THEME Structures and Design

FOCUS

UNIT PLAN

.11 is. tt Vs- I- v IS 40010 00applicationoLsciencea.nsitechnology-

PROCESSES

DIAGNOSTICEVALUATIONPROCEDURES

ACTIVITIES

LelXPLoRINNNZTI0

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Lesson Ont: 1. Working individually. students make a preliminary sketch ofOBSERVATION i andBuilding aTower

EVALUATION of a design that they think will meet the rules (specifications)selected students'learning andcommunicationprocesses in theirdiscussion, towerbuilding, and writing.

I

for the tower.

2. Working in groups of three, students pool their ideas, selecta design. and construct a tower within a specified timeperiod.

3. The groups bring their towers to a test table to demonstratethat they are self-supporting.

4. The students make individual entries about this activity intheir journals.

x indicates aprocessemphasized inthe lesson

indicates aprocess used inthe lesson

x X X iIV V

Lesson Two: OBSERVATION I and 1. Students read their journal entries for Lesson One, andthrough guided discussion, generate tentative generalizationsabout technological problem-solving.

2. Students engage in prereading activities to establish purposesfor their reading of the relevant sections of their textbook.

3. Students read the information on pages 74 to 77 of thetextbook. Working in groups of three, they discuss how theirdefinitions of "structure," "design," "natural," and"manufactured" may need to be extended and refined to makethem more precise, and they write down their suggestedrevisions. They discuss answers for questions under Probing,page 77. They discuss and prepare written answers forquestions and directions under Procedure, Finding Out, andFinding Out More for Activity 2-1, pages 78 and 79. .

4. As a homework assignment. students write a brief entry intheir journals, recording the important things they learned intoday's lesson and listing some manufactured structures theyobserve in their homes or neighborhoods that are similar indesign to natural structures.

Designs inNatural andManufacturedStructures

It .VALUA'llON I ofselected students'learning andcommunication

X indicates aprocessemphasized inthe lesson


processes in theirreacting, discussion.and journal writing.

x x xivivi .

!

i

ONGOING ACTIVITIES Students are involved in the design and construction of structures. usingsimple materials to solve practical problems and develop the skills of technological problem-solving,

12 1 8

(EVALUATING STUDENTS' LEARNING AND COMMUNICATION PROCESSES)

Grade 7 Course Science

CLASSROOMORGANIZATION

STRANDS

INDI

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IV

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PROGRAMOBJECTIVES' MATERIALS

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V II Attitudes: 1, 4, 6 For each group of three students:30 paper-clips

1 Skills: 2a, 2b, 3a. 3b. 4a, 4b 30 straight pins1 spool of thread

Concepts: 3e, 4g 20 plastic straws large enough in diameterto hold a paper-clip securely

To practise using writing to learn.OBSERVATION/PROFILE sheet designed foruse with groups.

Tape recorderVideo camera

AudiotapeVideotape

JOURNAL ENTRY for Lesson One: Building aTower. which is attached to the lesson plans.

*/ V V V1/14/ Attitudes: 1, 2, 3, 4. 5 Students' journal entries from Lesson One.

Skills: la. lb. 2a. 3b, 4a. 4b Science Directions. Wiley, pages 74 to 79

Concepts: la. lb. lc, ld, le. 2a. 2b. OBSERVATION/PROFILE sheet designed foruse with groups.3c, 4h

To practise appropriate prereadingstrategies.

Tape recorderAudiotape

To practise using writing to learn.

* Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19).The numbers refer to concepts. as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b" for the second.and so on.

13

19

UNIT PLANTHEME Structures and Design

FOCUS Science and technology: The design and construction of materials involves the creative

application of science and technology

PROCESSES

DIAGNOSTICEVALUATION

PROCEDURESACTIVITIES

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Lesson Three: 1. Students present their answers for the exercises in Activity2-1, pages 78 and 79. They also give examples from theirjournals of manufactured structures they have observed intheir homes or neighborhoods that are similar in design tonatural structures.

2. Students guess the possible functions of unfamiliar objects.relating their guesses to the design of the structure.

3. Working in groups of three. students complete Activity 2-4,numbers 2 and 3, taking turns selecting objects for whichthe other group members must devise novel functions.

4. As a homework assignment, relating this lesson toenvironmental concerns, students make a list in theirjournals of five or six objects that their family commonlydiscard as garbage. With the assistance of some of theirfamily members, they list two or three functions each objectcould serve if it was not thrown away.

(OBSERVATION andRelatingFunctionand Design

(EVALUATIONlofselected student'slearning andcommunicationprocesses in their smallgroup activity and-writing.

x indicates aprocessemphasized inthe lessonV indicates aprocess used inthe lesson

x x xixlv

Lesson Four: 1. Students share some of their lists of novel uses forcommonly discarded objects.

2. Students preview pages 88 and 89 of their text hook.

3. Students suggest alternative designs to perform the functionspecified for Task 1.

4. Working in groups of three, students design structures toperform the functions specified for Tasks 2 to 8 and recoi dthe task. materials used, design, observations, and anyproblems with the design.

5. Students then answer questions 1, 2, and 4 under FindingOut and question 5 under Extension.

6. Students share their designs for structures and theiranswers to questions assigned.

OBSERVATION andUsing SimilarMaterials toCreateDifferentDesigns toServe VariousFunctions

EVALUATION of.01c-cted-students'JOrping.and. :.

OtOntinication..i51;a6- Ili theirsmall

.

0 1:1P.:1401vi -

x indicates aprocessemphasized inthe lessonV Indicates aprocess used inthe lesson

x x xi xix

1

x

ONGOING ACTIVITIES Students are involved in the design and construction of structures, usingsimple materials to solve practical problems and develop the skills of technological problem-solving.

14 20

(EVALUATING STUDENTS' LEARNING AND COMMUNICATION PROCESSES,


...CLASSROOM

ORGANTIATIONSTRANDS

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V V V Attitudes: 1, 2 Activity 2-1 in Science Directions, Wiley,pages 78 and 79.

Concepts: id, 2a, 2b, 3c, 5c1 Students' journals1 To practise using writing to learn.

Several objects that are likely to beunfamiliar to students, such as:

melon scoopmeatball makerhoney stirrerstaple removertuning fork

Activity 2-4 in Science Directions, Wiley,page 86.

4/11,/ vvvv Attitudes: 1, 4, 6 Students' journals,,

Skills: la, lb, 2a. 2b, 3a. 3b. 4a, 4b Activity 2-5 in Science Directions. Wiley,pages 88 and 89. (See page 88 for othermaterials required for this activity.)Concepts: 3c, 3d, 3e

1

To practise appropriate prereadingstrategies

OBSERVATION/PROFILE sheet designed foruse with groups.


AudiotapeVideotape

* Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b" for the second,and so on.

15

UNIT PLAN

THEME Structures and Desian

FOCUS Science and technology The design and construction of materials involves the creative

application of science and te,chnology.

----PROCESSES

ENIE:AMPRAPISNld1d1 0 DIAGNOSTICLROOAITIRTAIT I EVALUATION ACTIVITIESRTNHIAO PROCEDURESIIIIiCRNNNZITI000IIINNINO

010

Lesson Five: 1. Working in groups of three, students discuss and answer!OBSERVATION 1 andReview 'EVALUATION of review questions based on previous lessons.

selected students'x indicates aprocess learning and 2. Students share their answers to review questions.emphasized in communicationthe lesson processes in their 3. Students evaluate their performance in the small groupV indicates a small group discussion of answers to review questions.process used in discussion, writing,the lesson and drawing.V XI XI x X

1

1

Lesson Six: 1. Working independently, students prepare written answersfor questions under What's the Purpose ?. Finding Out.

OBSERVATION] andQuiz .EVALUATION I of selectedx indicates a students' learning and and Finding Out More, pages 90 and 91.process communication processesemphasized in in their writing.the lesson StudentV indicates a I SELF-EVALUATION andprocess used in [PEER EVALUATION ofthe lesson learning and

incommunication processtheir work during LessonsOne to Six: tower building,reading. Journal writing,small group activity,group discussion, anddrawing.

small

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andindividual studentsshare observationsevaluations of theirlearning andcommunication processes.


16 22




entAND.

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Attitudes: 1, 2, 4, 5 Checkpoint in Science Directions. Wiley. page92.

OBSERVATION/PROFILE sheet designed foruse with grwips.


Group Evaluation Form in the Teacher

Skills: la, lb. 2a, 2b, 4a

Concepts: la, ld. le, 2a, 2b. 3c. 3d

To practise self-evaluation ofcollaborative learning skills.

Resource Package, Wiley, page 1-18.

4./ /./!

!

Attitudes: 1, 2, 4 Activity 2-6 in Science Directions. Wiley,pages 90 and 91.

Skills: la, lb

Concepts: id. 2a. 2b, 3a, 3c, 3d, 3e

Objectives have been drawn from the Program of Studies for Junior High Science (DRAT' C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the rst skill, the letter "b" for the second.and so on.

17

23

THEME Structures and DesignUNIT PLAN

FOCUS 3-clenceand-ttapplication of science_and technolopy

&IL Of I III I f' 1'

PROCESSES


ACTIVITIES

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Lesson Seven: -rs and 1. To acquire background knowledge for designing and carryingout their own experiments to test compressive and tensilestrength of materials. the students read Topic ThreeMaterials Matter. pages 93 to 101 of their textbook.

2. Working in groups of three, students design and carry outexperiments to test the compressive and tensile strength ofmaterials provided. They also prepare written responses toquestions and directions provided.

3. To the class, students report their hypotheses, theprocedures used to test their hypotheses. their rankings ofthe compressive and tensile strength of the materials tested,and their examples of situations requiring the use ofmaterials that have a high compressive or a high tensilestrength.

4. As a homework assignment, students apply concepts fromtheir reading and experiments in an individual journal entry,in which they explore possibilities for a structure they wouldlike to design for their own use or for an imaginary teenager

Strength ofMaterialsCompressionand Tension

EVALUATION ofselected students'learning andcommunicationprocesses in theirreading, small groupactivity, and writing.


indicates aprocess used inthe lessonx X x VVV

Lesson Eight OBSERVATION and 1. Students recall and sun- Arize the experiments theyconducted in the pre- ,, lesson.

2. Students respond to one another's journal entries.

3. Students preview the relevant parts of their textbook toestablish the problem and the nature of the task they will beundertaking.

4. Working in groups of three, students clarify the task forthemselves, follow directions, make sketches whereappropriate, and discuss and prepare written answers forquestions under Finding Out and Finding Out More on page103.

5. Students share their answers to questions with the rest of theclass.

6. Students skim the text to locate particular details.

7. Students categorize their suggestions for preventing a beamfrom bending or breaking.

Designing forSupport andStrength

EVALUATION ofselectes stuents'learning andcommunicationprocess in their smallgroup activity, writing,and sketches,

X indicates aprocessemphasized inthe lessonV indicates aprocess used inthe lessonxx xvvv


18 24



CIA541ROONIORGANIZATION

STRANDS

1 p a W a W 01VN A IA II IC /URI'DIvI

IR

Ay,L

0I

sA13

1N

I AT1 LIINI c

Itw1N

PROGRAM013J'ECTIVES"

MATERIALS

D G I C 0 0 1 0 0U R I. NI

A 0 A ; hi 1I. U 6

P B

11. I/VIV Attitudes: la, lb Topic ThreeMaterials Matter in ScienceDirections. Wiley. pages 93 to 101.

Concepts: 2b, 3d, 3e, 4a, 4b, 4c,'4d. 4e. 5a, 51.-,, 5c TESTING THE STRENGTH OF MATERIALS,

which is attached to the lesson plans.To practise appropriate prereading andpostreading strategies.

(Specific materials needed for this activity arelisted on the handout.)

To practise using writing to learn. OBSERVATION/PROFILE sheet designed foruse with groups.


AudiotapeVideotape

JOURNAL WRITING ASSIGNMENT for Lesson

i

Seven: Strength of Materials, which isattached to the lesson plans.

v i Attitudes: 1, 2, 3, 4, 6 Students' journals

Ski115:. la, lb. 2a, 4a Activity 2-10 in Science Directions, Wiley,pages 102 and 103.


c_Q.11=45.: 2a, 2b, 3b, 3c. 3d. 3e,4c, 4d, 4e. 4f, 4g, 5a.5b, 5c



To practise skimming a text to locateparticular details.

AudiotapeVideotape

Bending and Breaking in Science Directions.Wiley, page 104.

Objectives have been drawn from the Program of Studies for Junior High Sc!;rice (DRAFT C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Lette of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill the letter "b" for the second,and so on.

19 25

UNIT PLANmom Structures and DesignFOCUS 01.1 WO Of V0111.-e St V'

applicatioaoLscienceandiechnology-.

PROCESSES


ACTIVITIES

IXPLROOAIRI

NNNZT00011

INAIRM60RA

IITPIRI

I LAMPeATTVt

NNO00

AOCR

NIT

IN

Isgsson Nine: OBSERVATION I and 1. Students recall methods for preventing a beam from bendingTesting the EVALUATION! of or breaking.Shape and selected students'Strength of learning and 2. Working in groups of four, students preview, clarify, andBeams communication carry out the tasks. recording observations as directed.x indicates a processes in theirprocess small group activity 3. Students report and compare their observations with those ofemphasized inthe lesson

indicates aprocess used in

and Journal writing, other groups. They draw tentative conclusions about therelationship among orientation, shape, and strength ofbeams. They explore possible reasons for differences in the.

the lesson observations.

4. Students preview and read pages 108 and 109 of theirxxvvvv textbook for confirmation of their conclusions, for additionalinformation to extend and refine their understanding, and forillustrations of the practical application of this knowledge.

5. As a homework assignment. students review the preliminarydesign they created at the end of Lesson Seven for a structureof their choice. and note in their journal any modificationsthey would make to the original design as .-... consequence ofwhat they have learned about the r;rientation, shape, andstrength of beams. (Some students may find that they haveused these principles intuitively and should note where theyhave done so. It is also possible that some students may feelthat no modification should be made to their design inrelation to the principles explored in this lesson. They shouldexplain why this is so.)

ONGOING ACTIVITIES Students are involved in the design and construction of structures, usingsimple materials to solve practical problems and develop the skills of technological problem solving.

2026



CLAGAROOkll0140AATZATION

STRAND.

I P 81 W R 18101VN A haiB & M 51 I13IV/

IIX

A I 0L I LL I &

AD

N

IT

NCN

AL

IE

117 PROGRAMOBJECTIVES*

MATERIALS

0 a af)daU RI.A 0 I A ML U I &

pi

I/ ! "14/ Attitudes: 1, 4 SHAPE AND STRENGTH. PART A. which isattached to the lesson plans.

Skill: la, lb. 2a. 3a, 4a

Concepts: la, lb. 2a. 2b, 3b, 4aOBSERVATION/PROFILE sheet designed foruse with groups.



To practise using writing to learn. AudiotapeVideotape

!

Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b' for the second.and so on.

2127

UNIT PLAN

THEME Structures and Design

FOCUSapplication of science and technology

.40 it I I I !..4 VI' S. .** I Of II. "111. I et

PROCESSES


ACTIVITIES

MillZIPLIIIIIAT041.IIIIIIIIIIIITSIIIII

AKIMBKA

II II

KAM3PT

NILO00

R

CIKA

OINIY

I

LISSCNILTell: 1. Students recall principles regarding the relationship amoung0114StkiiittiON: anReinforcing-r°::rtlTh-R.M fStructures for

orientation, shape, and strength of beams.t !&fiatStrength 2. Students explain any changes made in their preliminary

design for a structure in order to apply these principles, orx indicates aprocess i..&*$6.es -iit]..their small they explain where their original design already includedemphasized in gmxpaptiliity and these principles.the lesson jii*inial:Viii

indicates a 3. Students examine illustrations in the textbook, identify theprocess used in use of triangles in the design of different structures, andthe lesson describe the function of this component of the design.

x x 1.0. fr, 4. Students skim the text to locate particular details.

5. Working in groups of three, students preview, clarify, andcarry out the tasks in Activity 2-13 on page 112.

6. Students display and demonstrate the frames they haveconstructed. They explain how they have used triangles tomake the frames more rigid.

7. As a homework assignment, students review the preliminarydesign they have created for a structure of their choice andnote in their journals any modifications they would make tothe original design because of what they have learned aboutthe use of triangles to provide support and strength to astructure. (Some students may find that they have used thisprinciple intuitively and should note where they have done so.It is also possible that some students may feel that nomodification should be made to their design in relation to theprinciples explored in this lesson. They should explain whythis is so.)

O


22 28



CLAIIWROOMORGAIVELATION

STMANDIII

PROGRAMOBJECTIVES*

MATERIALS

/NDIIIfIDLT

AL

pAKELI AO

LL211o10UP

W

L

CLA

RERR'AID

N0

W

T

NEN0

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L

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0

V V 6) Vi V Attitudes: 1. 3, 4, 5, 6 Students' journals

Skills: la, lb, 2a, 2b. 3a, 3b, 4a Activity 2-13 in Science Directions. Wiley,pages 111 and 112.

Concepts: la, lc, ld, le, 2a, 2b.3a. 3b. 3c, 3d. 4f, 4g 0I3SERVATION/PROFILE sheet designed for

use with groups (or IndividuaLs).To practise effective prereadingstrategies. Tape recorder

Video cameraTo practise skimming a text to locateparticular details. Audiotape

VideotapeTo practise using writing for learning.

* Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b" for the second,and so on.

23 29

UNIT PLANTHEME Structures and Design

FOCUS Science and technoloapplication oLscience and technology.

s -1. II 1111- -

PROCESSES


ACTIVITIES

ENIXPRAT'S?!LRGAGAIR

NNNZT000

AMIdCH

TNHAOIIIC

SAM

TR

INNO00

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Lesson Eleven: 1. Students recall principle regarding the use of triangles as acomponent in the design of a structure.

2. Student explain any changes made in their preliminarydesign for a structure in order to apply this principle, or theyexplain where their original design already included thisprinciple.

3. Students examine photographs and illustrations in theirtextbook, describe similarities and differences in the use oftriangles in the design of different structures. pose questionsabout these structures, and read to find answers to theirquestions.

4. Working in groups of three, students preview, clarify, andcarry out the task, recording their observations for Activity2-14, pages 114 and 115.

5. Students share their designs and observations and drawtentative conclusions about the strength of corrugatedmaterials of various designs.

6. As a homework assignment, students review the preliminarydesign they have created for a structure of their choice andnote in their journals any modifications they would make tothe original design because of what they have learned aboutthe use of corrugated materials to make a structurestronger. (Some students may find that they have used thisprinciple intuitively and should note where they have doneso. It is also possible that some students may feel that nomodification should be made to their design in relation to theprinciple explored in this lesson. They should explain whythis is so.)

OBSERVATION 1 andReinforcingStructures forStrength

EVALUATION1ofselected students' .lei: andcommunicationprocesses in theirsmall group activity

. ..ana journal writing..



x x x l

ONGOING ACTIVITIES Students are involved in the design and construction of structures, usingsimple materials to solve practical problems and develop the skills of technological prob!em-solving.

24 30


Grade 7 Course Scierre

CLAINSIROOMORGANIZATION

eTRAND.

I P II W R WIOIVN A1111316RAIID I AO

Ti

AIIAE1?

PROGRAMII/

Ia ri,

NII'NIC

7N OBJECTIVES*

MATERIALS

D 0 C 0 0 I 0 0U N I. III

A 0 A i III. U 111

P S

l'/V VI/ IV Attitudes: I, 2, 3. 4, 6 Students' journals.

Skills: la. lb, 2a, 2b, 3a, 3b, 4a Science Directions, Wiley, pages 113 to 115.

Concepts: Id. 2a, 21), 3a, 3b, 3c, Activity 2-14 in Science Directions, Wiley,pages 114 and 115.

titSERVATION/PROFt2 i Sheet. desigried foruse with groups (or indiyidtials):.i:: ...

3d, 4a. 4g


To practise using writing for learning. Tape recorderVideo: camera.

AilaiiitaPelVideotape

Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 19).

The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b" for the second,and so on.

2531

UNIT PLANTHEB&E Structures and DesignFOCUS Science and technology. The design and construction of materials involves the creative

application of science and technology.

PROCeSSES


ACTIVITIES

TN!XTEAPOLiOATOAITTItIN000IIN

AIIII0T0IIN

P1

N

LAW

11ICZ

NNO00

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IR

A

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Lesson Tiyelyt: OBSERVATION 1. Students recall principle regarding the use of corrugatedTesting the EVALUATION materials to make a structure stronger.Shape and .00Strength of ).0.1i.i3Og.''' :: 2. Students explain any changes made in their preliminaryColumns , 06111)***,k t design for a structure in order to apply this principle, or they

.,-

proceiSoiS iii.their. =all explain where their original design already included thisx indicates aprocess g.FOUP.*WitY nd: principle.emphasized in puniati*rithe lesson 3. Working in groups of four, students preview, clarify, and


carry out the task, recording their observations as directed.

4. Students report and compare their observations with those ofxxxvvi,,' other groups. They then draw tentative conclusions aboutthe relationship between shape and strength of columns,explore possible reasons for differences in their observations,and explain why they think columns and beams are notalways made using the strongest shape, referring to diagramsand information in their textbook.

5. As a homework assignment, students review the preliminarydesign they have created for a structure of their choice andnote in their journals any modifications they would make tothe original design because what they have learned about therelationship between shape and strength of columns.(Some students may find that they have used this principleintuitively and should note where they have done so. It isalso possible that some students may feel that nomodification should be made to their design in relation to theprinciples explored in this lesson. They should explain whythis is so.)

-ONGOING ACTIVITIES Students are involved in the design and construction of structures, usingsimple materials to solve practical problems and develop the skills of technological problem-solving.

26 32



CLABOR0011. ORGANIZATION

STRANDS

I poWRWIOVN AWE ZINNIIAtI.,I

RLL ii

L DIINNCNT L W

1

PROGRAMOBJECTIVES*

MATERIALS

D a c a n o 0U A L ItA 0 A IIL U N

P R

6/6/ ./V IV Attitudes: 1, 2, 3, 4, 6 Students' journals1

;,kills, la, 2a, 2b. 3a, 4a SHAPE AND STRENGTH, PART B, which isattached to the lesson plans.

Concepts: Id, 2a, 2b. 3a. 3b, 3c, 3d,OBSERVATION/PROFILE sheet designed foruse with groups (or individuals).

3e. 4a. 4b. 4g

To practise reading for a particularpurpose. Tape recorder

Video cameraTo practise using writing for learning.

AudiotapeVideotape

Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter ''b" for the second,and so on.

2733

Structures and DesignTHEMEFOCUS

aPPlica

UNIT PLAN

.141 Issett ...es so

1111* "0 '-05 :tooset051111F."11 the creative

PROCESSES


ACTIVITIES

LillIPRA1.11.AGAIIt

NKNIT0001I

AYM

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11

TN0

IT'IN0

,ct.%crID. orisztiviinoNt and::: 1. working independently, students preview the portion of theThirteen: : textbook related to their task and prepare written answers in

response to the directions and questions under Preview onthe task assignment sheet.

2. Working in task groups of three to six, students complete theactivities under Group Activity and prepare to share theirwork with other students.

3. Working in Circles of Knowledge, students share theimportant ideas associated with the topic and the task theyhave been working on.

4. Working independently, students answer questionsformulated by the students in the four other task groups inorder to provide the other students with feedback on howeffectively they communicated important ideas in the Circlesof Knowledge.

5. Working in their task groups. students read the answersothers have given to their questions, provide oral or writtenfeedback where necessary to clarify other students'understanding of ideas, and make revisions where necessaryto refine their questions.

6. Students make an entry in their journals, discussing whatthey have learned over the course of the activities associatedwith this lesson, reflecting on their personal achievements,and explaining how they might change or modify theirapproach *.o the task on a subsequent occasion.

MINIMM.

Circles ofKnowledge Ottian


process used inthe lesson

. ... .

pmincwMgiAi*treading' '''''.iiiiiiiiV auk :

,ettiii !:::,'14#0,014. fat i.-is:;:feebackto ofhet students, and

v vxxx xtitxr

.1111! M.M.11

ONGOING ACTIVITIES Students are involved in the design and construction of structures. usingsimple materials to solve practical problems and develop the skills of technological problem-solving.

28

34



CLAROOMORGANIZATION

TRAND

PROGRAMOBJECTIVES*

MATERIALS

IN

D

Iv1DUAL

I .A/N

AINAOAZAR/,7.,

aR0UP

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Skills: la, lb. 2a, 2b, 3a. 3b, 4a, 4b

CIRCLES OF KNOWLEDGE, TASKS ONE TOFIVE, which are attached to the lesson plans.

Copies of illustrations of bridges. TeacherResource Package, Wiley, page 2-43 toaccomgany CIRCLES OF KNOWLEDGE.TASK ONE.

OBSERVATION/PROFILE sheet designed foruse with groups (or individuals).


Concepts: la, lb, Id. le, 2a, 2b, 3a,3b, 3c, 3d, 3e, 4a, 4e. 4f,4g, 4h. 4i, 5a, 5b, 5c, 6a,6b


To practise effective speaking andlistening skills.

To practise using writing for learning.

Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19).The numbers refer to concepts, as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b" for the second.and so on.

2935

UN

IT

PLA

N

TH

EM

E

Structures

and

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FOC

US

acience_ancutchnology.:_me_dzum

andsanstruction

of materials

involves

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technology

PRO

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SSES

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Lesson

Fourteen,:Building

a

Better

Tow

er

DIA

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OST

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VA

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ION

PRO

CE

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AC

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S

X indicates

a

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phasized

in

the

lesson

'indicates

a

process

used

in

the

lessonV

XX

X

BSE

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ION

't

and..:.

learning

and

MrA

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activity

and

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ithindividual

*Od&

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to

0***P0fik*aid

set

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"

becxirne

independentusers

oftheprocesses:

1. Students

assist

in developing

criteria

for

the

evaluation

of

their

towers.

2.Students

examine

the

entries

they

have

made

in their

journals

and

consider

how

they

can

improve

both

the

designof the

tower

they

built

in Lesson

One

and

the

planning

process.

3. Working

in groups

of three

(the

same

groups

as

in Lesson

One),

students

plan

and

construct

their

towers,

using

onlythe

materials

provided.

4.T

he

groups

bring

their

towers

to a test

table

to demonstratethat

they

are

freestanding

and

capable

of bearing

the

requireload

of 200

grams.

20 centimetres

above

the

surface

of the

table

without

bending

or

collapsing.

Students

participate

in

testing

and

evaluating

both

the

towers

and

the

planning

process.

5.Students

make

individual

entries

in their

journals

about

this

activity.

ON

GO

ING

AC

TIV

ITIE

S

Students

are

involved

in the

design

and

construction

of structures,

usingsimple

materials

to solve

practical

problems

and

develop

the

skills

oftechnological

problem-solving.

30

36



CLASSROOMOROAXIZATION

STRANDS

IN

PAMHZItIS W R WO V

D I A 0 AIAEIv

R I.LitI. 0IITLII,1

PROGRAM MATERIALSi NRCA OBJECTIVESD 0 C 0000U it L KA 0 A IdL U

P I V Attitudes: 1, 2. 3. 4, 6 For each group of three students:30 paper-clips

Skills:. la, lb. 2a, 2b. 3a, 3b, 4a, 4b 30 straight pins1 spool of thread

Concepts: ld, 3a, 3b, 4a, 4c. 4d, 4f,4g, 4h. 41

20 plastic straws large enough in diameterto hold a paper-clip securely

To practise using writing to Lam. Science Directions. Wiley, page 132.

OBSERVATION/PROFILE sheet designed foruse with groups,


AudiotapeVideotape

200-gram weightrulerbar for holding weight

JOURNAL ENTRY for Lesson Fourteen:Building a Better Tower, which is attached tothe lesson plans.

DESCRIPTIVE SCALES

OBSERVATION /PROFILE sheet for selectedstudents.

SELF-EVALUATION PROFILE SHEETSPEER-EVALUATION PROFILE SHEETSSUMMARY AND GOALS FORIMPROVEMENT completed by each of theselected students.

Objectives have been drawn from the Program of Studies for Junior High Science (DRAFT C.D. 90/03/19),The numbers refer to concepts. as numbered in the program of studies. Letters of the alphabet refer tospecific skills listed under these concepts. The letter "a" stands for the first skill, the letter "b" for the second.and so on.

31

37

The

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Stru

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uild

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a T

ower

Gra

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IVIT

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Atti

tude

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4, 6

Tel

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at in

this

uni

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he a

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ity c

an a

lso

beFo

r ea

ch g

roup

of

thre

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ills:

2a,

2b,

3a,

3b,

they

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ater

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,st

uden

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4a, 4

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eque

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in s

mal

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pts:

3e,

4g

solv

e a

prac

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pro

blem

. In

each

cas

e, th

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will

be

mor

egr

oup

of th

ree

stud

ents

:30

pap

er-c

lips

30 s

trai

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than

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8.5

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aws

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on th

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arn

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ures

that

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dst

rong

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the

list o

f m

ater

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to b

epr

ovid

ed a

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the

rule

s(s

peci

fica

tions

) fo

r th

e to

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:

1. T

he to

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mus

t be

self

-sup

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It c

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the

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ater

ials

may

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used

.

3. T

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mus

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brou

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o th

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st ta

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and

mus

t sta

nd

39.

3839

The

me

Stru

ctur

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: (C

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ake

a pr

elim

inar

y sk

etch

of

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sign

that

they

thin

k w

illm

eet t

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ules

(sp

ecif

icat

ions

)fo

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.

Wor

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in g

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thre

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a to

wer

with

in a

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cifi

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me

peri

od.

unsu

ppor

ted

for

one

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ute.

Bef

ore

stud

ents

mov

e in

togr

oups

, hav

e th

em m

ake

apr

elim

inar

y sk

etch

of

ade

sign

for

the

tow

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at th

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ink

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).

Ass

ign

stud

ents

to g

roup

s of

thre

e. Y

ou w

ill f

ind

it ea

sier

to m

ake

diag

nost

icob

serv

atio

ns a

nd m

anag

e th

ere

st o

f th

e cl

ass

If y

ou a

ssig

nst

uden

ts s

elec

ted

for

diag

nost

ic e

valu

atio

n to

the

sam

e gr

oup.

Aud

iota

pe a

nd/o

r vi

deot

ape

this

gro

up's

wor

k as

the

stud

ents

sel

ect a

desi

gn a

nd c

onst

ruct

the

tow

er. A

s tim

e pe

rmits

.re

cord

obs

erva

tions

and

eval

uatio

ns o

f th

e se

lect

edst

uden

ts' '

calm

ing

and

com

mun

icat

ion

proc

esse

s of

the

ESL

CP,

usi

ng th

eob

serv

atio

n/pr

ofile

she

etde

sign

ed f

or u

se w

ith g

roup

s.

Inst

ruct

stu

dent

s to

bri

ngth

eir

indi

vidu

al s

ketc

hes

of a

desi

gn f

or th

e to

wer

to th

eir

grou

p. T

hese

ske

tche

s w

illgi

ve th

em a

sta

rtin

g po

int f

orse

lect

ing

a de

sign

and

for

OB

SER

VA

TIO

N/P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erV

ideo

cam

era

Aud

iota

peV

ideo

tape

334(

)41

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

One

: (C

ont'd

)G

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

Y

To

prac

tise

usin

gw

ritin

g to

lear

n.

The

gro

ups

brin

g th

eir

tow

ers

to a

test

tabl

e to

dem

onst

rate

that

they

are

sel

f-su

ppor

ting.

Stud

ents

mak

e in

divi

dual

entr

ies

abou

t thi

s ac

tivity

inth

eir

jour

nals

.

for

cons

truc

ting

the

tow

er.

Set a

tim

e lim

it fo

rco

mpl

etio

n of

the

tow

ers

(30

to 4

0 m

inut

es s

houl

d be

adeq

uate

).

At t

he e

nd o

f th

e tim

e lim

it,ha

ve s

tude

nts

brin

g th

eir

tow

ers

to th

e te

st ta

ble

tode

mon

stra

te th

at th

ey c

anst

and

unsu

ppor

ted

for

one

min

ute.

Ask

stu

dent

s to

mak

e an

indi

vidu

al e

ntry

in th

eir

jour

nals

, fol

low

ing

the

inst

ruct

ions

pro

vide

d fo

r th

isw

ritin

g.

If s

tude

nts

have

had

no

prev

ious

exp

erie

nce

with

jour

nal w

ritin

g, y

ou w

ill n

eed

to e

xpla

in h

ow th

is k

ind

ofw

ritin

g (w

ritin

g to

lear

n)he

lps

them

thin

k ab

out a

ndcl

arif

y fo

r th

emse

lves

wha

tth

ey a

re le

arni

ng, a

nd a

lso

how

it p

rovi

des

a re

cord

of

thei

r le

arni

ng. Y

ou m

ay n

eed

to m

odel

this

kin

d of

wri

ting

for

them

or

mak

e su

gges

tions

abou

t the

kin

ds o

f th

ings

they

cou

ld in

clud

e in

thei

rjo

urna

ls, b

ased

on

your

obse

rvat

ion

of th

eir

wor

k

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

MA

TE

RIA

LS

If a

n ev

alua

tion

is to

be

atta

ched

to th

e te

st, i

tsh

ould

be

a pa

ss/f

ail,

depe

ndin

g up

on w

heth

er o

rno

t the

tow

er s

tand

s on

its

own

for

one

min

ute.

It

shou

ld b

e em

phas

ized

that

it is

the

tow

er, n

otst

uden

ts, t

hat i

s be

ing

eval

uate

d. T

his

shou

ld b

epr

ovid

ed a

s fe

edba

ck o

nly,

not r

ecor

ded

for

the

purp

ose

of s

umm

ativ

eev

alua

tion.

You

may

wis

h to

phot

ogra

ph s

tude

nts'

tow

ers

to c

ompa

re th

emw

ith th

e st

ruct

ures

they

desi

gn in

res

pons

e to

the

sam

e pr

oble

m la

ter

in th

eun

it.

JOU

RN

AL

EN

TR

Y f

orL

esso

n O

ne: B

uild

ing

aT

ower

, whi

ch is

atta

ched

to th

ese

less

onpl

ans.

34-

42

43

The

me

Stru

ctur

esan

d D

esig

n

OB

JEC

TIV

ES

LE

SSO

N P

LA

N

Les

son

One

: (C

ont'd

)

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

toge

ther

.

Tel

l stu

dent

s th

at y

ou w

ill b

ech

ecki

ng th

eir

jour

nals

for

satis

fact

ory

com

plet

ion,

that

you

will

be

read

ing

them

and

usin

g th

em a

s a

basi

s fo

rcl

ass

disc

ussi

on, b

ut th

at y

ouw

ill n

ot b

e gr

adin

g th

eir

jour

nal w

ritin

g.

The

jour

nal e

ntri

es o

fst

uden

ts s

elec

ted

for

diag

nost

ic e

valu

atio

n ca

n be

anal

ysed

for

evi

denc

e of

thei

rle

vels

of

inde

pend

ence

in th

esi

x le

arni

ng a

ndco

mm

unic

atio

n pr

oces

ses.

The

jour

nals

of

othe

rst

uden

ts c

an b

e re

ad f

or w

hat

they

rev

eal a

bout

stu

dent

s'un

ders

tand

ing

of th

eir

lear

ning

exp

erie

nces

,in

clud

ing

any

prob

lem

s th

eyar

e ha

ving

that

will

nee

d to

be a

ddre

ssed

to f

acili

tate

unde

rsta

ndin

g.

Not

e th

at th

e jo

urna

las

sign

men

t inc

orpo

rate

ssk

etch

es o

f st

uden

ts' o

wn

desi

gns

as w

ell a

s th

ede

sign

sel

ecte

d by

the

grou

p fo

r its

tow

er. W

hen

stud

ents

hav

e le

arne

d m

ore

abou

t the

pri

ncip

les

ofst

ruct

ure

and

desi

gn a

ndar

e pr

epar

ing

to r

epea

t thi

spr

oble

m-s

olvi

ng a

ctiv

ity a

tth

e en

d of

the

unit,

they

can

retu

rn to

thei

r sk

etch

esto

exa

min

e th

e pr

inci

ples

they

em

ploy

ed a

nd th

eth

ings

they

wan

t to

chan

gein

thei

r se

cond

des

ign.

4435

45

The

me

LE

SSO

N P

LA

N

Les

son

Tw

o: D

esig

ns in

Nat

ural

and

Man

ufac

ture

d St

ruct

ures

Stru

ctur

es a

nd D

esig

nG

rade

7C

ours

eSc

ienc

e

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Atti

tude

s:1,

2, 3

, 4,

Stud

ents

rea

d th

eir

jour

nal

Use

stu

dent

s' jo

urna

l ent

ries

entr

ies

for

Les

sor,

One

, and

to r

evie

w, e

xten

d, a

nd r

efin

eSt

uden

ts' j

ourn

alen

trie

s fr

om L

esso

n5

Skill

s:la

. lb,

2a.

3b,

thro

ugh

guid

ed d

iscu

ssio

n,w

hat t

hey

lear

ned

in L

esso

nge

nera

te te

ntat

ive

One

. Ask

a f

ew s

tude

nts

toO

ne.

4a, 4

bC

once

pts:

la, l

b. lc

,ge

nera

lizat

ions

abo

utre

ad th

eir

jour

nal e

ntri

es a

ndte

chno

logi

cal p

robl

em-s

olvi

ng.

then

use

wha

t the

y of

fer

tofo

cus

disc

ussi

on o

n ar

eas

that

will

lead

to s

ome

tent

ativ

e ge

nera

lizat

ions

abou

t tec

hnol

ogic

al p

robl

em-

solv

ing:

Id, l

e, 2

a,2b

, 3c,

4h

1.th

e th

ings

stu

dent

s to

okin

to c

onsi

dera

tion

inpl

anni

ng a

nd s

elec

ting

ade

sign

for

thei

r to

wer

(eff

icie

nt a

nd e

ffec

tive

use

of m

ater

ials

, sta

bilit

y,ap

pear

ance

, per

haps

eve

nsa

fety

if s

trai

ght p

ins

wer

eus

ed)

2. p

robl

ems

enco

unte

red

and

trou

bles

hoot

ing

toso

lve

prob

lem

s

3.de

cisi

ons

and

actio

ns th

atw

ere

succ

essf

ul

4. im

prov

emen

ts th

ey w

ould

mak

e on

the

proc

ess

and

outc

ome

You

may

als

o w

ish

.to u

se th

isop

port

unity

to e

xpla

in th

e si

xle

arni

ng a

nd c

omm

unic

atio

n

4647

The

me

Stru

ctur

esan

d D

esig

n

LE

SSO

N P

LA

N

Les

son

Tw

o: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

proc

esse

s an

d po

int o

utex

ampl

es o

f th

em in

stu

dent

s'.o

umal

wri

ting.

Bef

ore

assi

gnin

g pa

ges

74 to

79 f

or r

eadi

ng, i

nvol

vest

uden

ts in

som

e pr

erea

ding

activ

ities

to h

elp

them

rec

all

wha

t the

y kn

ow th

at is

rele

vant

to th

eir

read

ing

and

to h

elp

them

est

ablis

hpu

rpos

es f

or th

eir

read

ing.

Scie

nce

Dir

ectio

ns,

Wile

y, p

ages

74

to 7

9.

The

fol

low

ing

prer

eadi

ngac

tiviti

es w

ill h

elp

to e

nsur

ebe

tter

com

preh

ensi

on o

f th

ein

form

atio

n in

the

text

book

:

To

prac

tise

appr

opri

ate

Stud

ents

eng

age

in p

rere

adin

g1.

Ask

stu

dent

s to

def

ine

the

prer

eadi

ng s

trat

egie

s.ac

tiviti

es to

est

ablis

h pu

rpos

esw

ords

str

uctu

re, d

esig

n,fo

r th

eir

read

ing

of th

ena

tura

l, an

dre

leva

nt s

ectio

ns o

f th

eir

man

ufac

ture

d. W

rite

text

book

.th

ese

on th

e ch

alkb

oard

or th

e ov

erhe

ad. T

hede

fini

tions

stu

dent

s of

fer

may

fal

l sho

rt o

f th

epr

ecis

ion

of s

cien

tific

defi

nitio

ns. R

athe

r th

anco

rrec

ting

thei

rde

fini

tions

, exp

lain

the

impo

rtan

ce to

sci

ence

of

prec

ise

defi

nitio

ns. T

ell

them

that

thes

e w

ords

are

defi

ned

in th

e te

xtbo

okan

d as

k th

em to

che

ckth

eir

defi

nitio

ns a

gain

stth

ose

in th

e te

xtbo

ok.

3749

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Tw

o: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

A R

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

2.

One

pur

pose

for

thei

rre

adin

g w

ill h

ave

been

esta

blis

hedt

o co

nfir

m,

exte

nd, a

nd r

efin

e th

eir

unde

rsta

ndin

g of

how

thes

e w

ords

are

use

d in

asc

ient

ific

con

text

.

Gui

de s

tude

nts

thro

ugh

apr

evie

w o

f th

e pa

rt o

f th

ete

xtbo

ok th

ey w

ill r

ead.

Prev

iew

ing

help

s st

uden

tses

tabl

ish

a ge

nera

lov

ervi

ew o

f w

hat i

s be

ing

com

mun

icat

ed b

efor

e th

eybe

gin

to r

ead

the

info

rmat

ion.

It h

elps

them

see

the

fore

st b

efor

eth

ey g

et lo

st in

the

tree

s.

Prev

iew

ing

focu

ses

stud

ents

' atte

ntio

n on

the

spec

ial f

eatu

res

of th

ete

xtbo

ok th

at h

elp

them

follo

w a

nd c

ompr

ehen

din

form

atio

nus

e of

whi

te o

n bl

ack

and

diff

eren

t typ

e si

zes

toem

phas

ize

head

ings

and

subh

eadi

ngs,

use

of

bold

face

type

toem

phas

ize

impo

rtan

tw

ords

).

Prev

iew

ing

also

foc

uses

on

recu

rrin

g fe

atur

es in

the

5051

LE

SSO

N P

LA

N

Les

son

Tw

o: (

C.

The

me

Stru

ctur

es a

nd D

esig

n

LI

Gra

cie

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

text

book

rel

ated

toor

gani

zatio

n an

dpr

esen

tatio

n (e

.g.,

the

patte

rn in

the

activ

ities

prob

lem

, mat

eria

ls,

proc

edur

e, a

nd th

edi

ffer

ent k

inds

of

ques

tions

Prob

ing,

Find

ing

Out

). S

tude

nts

need

to b

ecom

eco

nsci

ousl

y aw

are

ofth

ese

feat

ures

and

thei

rpu

rpos

es in

ord

er to

rea

dth

eir

text

book

with

max

imum

com

preh

ensi

on.

Prev

iew

ing

also

invo

lves

an e

xam

inat

ion

of th

eph

otog

raph

s an

dill

ustr

atio

ns to

exp

lore

wha

t is

bein

gco

mm

unic

ated

. Stu

dent

sw

ill p

roba

bly

notic

e th

atal

l the

pho

togr

aphs

and

illus

trat

ions

on

page

s 74

to 7

9 co

mpa

re a

ndco

ntra

st n

atur

al a

ndm

anuf

actu

red

stru

ctur

es.

If th

ey h

ave

prev

iew

edth

is v

isua

l mat

eria

l,st

uden

ts w

ill h

ave

a go

odid

ea o

f th

e pu

rpos

e of

this

info

rmat

ion

befo

re th

eybe

gin

read

ing.

3953

The

me

LE

SSO

N P

LA

NL

esso

n T

wo:

(C

ont'd

)St

ruct

ures

and

Des

ign

1111

11M

t

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

usin

gw

ritin

g to

lear

n.

Stud

ents

rea

d th

e in

form

atio

non

pag

es 7

4 to

77

of th

ete

xtbo

ok. W

orki

ng in

gro

ups

of th

ree,

they

dis

cuss

how

thei

r de

fini

tions

of

stru

ctur

e,de

sign

, nat

ural

, and

man

ufac

ture

d m

ay n

eed

to b

eex

tend

ed a

nd r

efin

ed to

mak

eth

em m

ore

prec

ise,

and

they

wri

te C

own

thei

r su

gges

ted

revi

sion

s. T

hey

disc

uss

answ

ers

for

ques

tions

und

erPr

obin

g, p

age

77. T

hey

disc

uss

and

prep

are

wri

tten

answ

ers

for

ques

tions

and

dire

ctio

ns u

nder

Pro

cedu

re,

Find

ing

Out

, and

Fin

ding

Out

Mor

e fo

r A

ctiv

ity 2

-1, p

ages

78

and

79.

As

a ho

mew

ork

assi

gnm

ent,

stud

ents

wri

te a

bri

ef e

ntry

inth

eir

jour

nals

, rec

ordi

ng th

eim

port

ant t

hing

s th

ey le

arne

din

toda

y's

less

on a

nd li

stin

gso

me

man

ufac

ture

d st

ruct

ures

they

obs

erve

in th

eir

hom

es o

rne

ighb

orho

ods

that

are

sim

ilar

in d

esig

n to

nat

ural

Dur

ing

thes

e pr

evie

win

gac

tiviti

es, e

ncou

rage

stud

ents

to p

ose

ques

tions

that

will

hel

pth

em e

stab

lish

purp

oses

for

thei

r re

adin

g.

Ass

ign

stud

ents

to g

roup

s of

thre

e to

fac

ilita

teco

llabo

rativ

e le

arni

ng a

s th

eyw

ork

on A

ctiv

ity 2

-1.

Gro

up s

tude

nts

sele

cted

for

diag

nost

ic e

valu

atio

n to

geth

eran

d au

diot

ape

thei

rdi

scus

sion

. As

time

perm

its,

reco

rd o

bser

vatio

ns a

ndev

alua

tions

of

sele

cted

stud

ent&

lear

ning

and

com

mun

icat

ion

proc

esse

s,us

ing

the

obse

rvat

ion/

prof

ilesh

eet d

esig

ned

for

use

with

grou

ps.

Mak

e su

gges

tions

for

the

kind

s of

thin

gs s

tude

nts

mig

ht w

rite

abo

ut (

e.g.

,pr

oble

m s

olvi

ng, s

cien

tific

defi

nitio

ns o

f w

ords

, nat

ural

and

man

ufac

ture

dst

ruct

ures

, pre

view

ing

info

rmat

ion

in a

text

book

befo

re r

eadi

ng).

OB

SER

VA

TIO

N/P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erA

udio

tape

5455

The

me

Stru

ctur

es a

ndD

esig

n.

LE

SSO

N P

LA

N

Les

son

Tw

o: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

stru

ctur

es.

The

jour

nal e

ntri

es o

fst

uden

ts S

elec

ted

for

diag

nost

ic e

valu

atio

n ca

n be

anal

ysed

for

evi

denc

e of

thei

rle

vels

of

inde

pend

ence

inle

arni

ng a

nd c

omm

unic

atio

npr

oces

ses.

41

5657

LE

SSO

N P

LA

N

Les

son

Thr

ee: R

elat

ing

Func

tion

and

Des

ign

The

me

Stru

ctur

es a

nd D

esig

nG

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Atti

tude

s:1,

2St

uden

ts p

rese

nt th

eir

Faci

litat

e di

scus

sion

.A

ctiv

ity 2

-1 in

Sci

enee

Con

cept

s: ld

, 2a,

2b,

answ

ers

for

the

exer

cise

s in

Act

ivity

2-1

, pag

es 7

8 an

d 79

.D

irec

tions

, Wile

y, p

ages

78 a

nd 7

9.3c

, 5c

The

y al

so g

ive

exam

ples

fro

mth

eir

jour

nals

of

man

ufac

ture

dst

ruct

ures

they

hav

e ob

serv

edin

thei

r ho

mes

or

neig

hbor

hood

s th

at a

re s

imila

rin

des

ign

to n

atur

alst

ruct

ures

.

Stud

ents

' jou

rnal

s

Tel

l stu

dent

s th

at th

ey w

ill b

eex

amin

ing

som

e ob

ject

s th

atth

ey m

ay n

ot h

ave

seen

befo

re a

nd w

ill b

e tr

ying

togu

ess

wha

t the

y ar

e us

ed f

or.

The

goa

l is

not t

hat s

tude

nts

get t

he r

ight

ans

wer

but

rath

er th

at th

ey e

xam

ine

the

desi

gn o

f th

e st

ruct

ure

care

fully

and

use

thei

rim

agin

atio

ns to

thin

k of

som

ethi

ng th

at th

e ob

ject

coul

d be

use

d fo

r. A

sk th

emno

t to

reve

al w

hat t

he o

bjec

tis

rea

lly u

sed

for

if th

eyha

ppen

to k

now

let o

ther

sgu

ess

firs

t.Se

vera

l obj

ects

that

are

Stud

ents

gue

ss th

e po

ssib

leSh

ow s

tude

nts

the

obje

cts.

The

illu

stra

tions

on

page

slik

ely

to b

e un

fam

iliar

tofu

nctio

ns o

f un

fam

iliar

Ask

them

to g

ive

reas

ons

for

2-16

to 2

-18

of th

e T

each

erst

uden

ts, s

uch

as:

obje

cts,

rel

atin

g th

eir

gues

ses

the

uses

they

sug

gest

by

Res

ourc

e Pa

ckag

e fo

rm

elon

sco

opto

the

desi

gn o

f th

e st

ruct

ure.

refe

rrin

g to

the

desi

gn o

f th

eSc

ienc

e D

irec

tions

cou

ld b

em

eatb

all m

aker

stru

ctur

e.us

ed f

or th

is p

urpo

se.

hone

y st

irre

rst

aple

rem

over

tuni

ng f

ork

A 1

1

5859

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

NL

esso

n T

hree

: (C

ont'd

)G

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

usin

gw

ritin

g to

lear

n.

Wor

king

in g

roup

s of

thre

e.st

uden

ts c

ompl

ete

Act

ivity

2-4

,nu

mbe

rs 2

and

3, t

akin

g tu

rns

sele

ctin

g ob

ject

s fo

r w

hich

the

othe

r gr

oup

mem

bers

mus

tde

vise

nov

el f

unct

ions

.

As

a ho

mew

ork

assi

gnm

ent,

rela

ting

this

less

on to

envi

ronm

enta

l con

cern

s,st

uden

ts m

ake

a lis

t in

thei

rjo

urna

ls o

f fi

ve o

r si

x ob

ject

sth

at th

eir

fam

ily c

omm

only

disc

ard

as g

arba

ge. W

ith th

eas

sist

ance

of

som

e of

thei

rfa

mily

mem

bers

, the

y lis

t tw

o

Exp

lain

to s

tude

nts

that

this

activ

ity w

ill te

st th

eir

pow

ers

of o

bser

vatio

n an

dim

agin

atio

n ev

en f

urth

erbe

caus

e th

ey m

ust t

hink

of

unus

ual,

orig

inal

use

s fo

rco

mm

on, e

very

day

obje

cts.

Dem

onst

rate

by

havi

ngst

uden

ts s

ugge

st o

ther

use

sfo

r th

e ja

r an

d th

e ru

ler,

inad

ditio

n to

thos

e m

entio

ned

in A

ctiv

ity 2

-4, n

umbe

r 1.

Ass

ign

stud

ents

to g

roup

s of

thre

e. G

roup

stu

dent

sse

lect

ed f

or d

iagn

ostic

eval

uatio

n to

geth

er a

ndau

diot

ape

thei

r di

scus

sion

.A

s tim

e pe

rmits

, rec

ord

obse

rvat

ions

and

eva

luat

ions

of th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s,us

ing

the

obse

ivat

ioni

prof

ilesh

eet d

esig

ned

for

use

with

grou

ps.

Bra

inst

orm

a f

ew e

xam

ples

togi

ve s

tude

nts

som

e id

eas

tost

art w

ithbr

own

pape

r ba

gsco

uld

be u

sed

to w

rap

parc

els

for

mai

ling,

jum

bo m

ilkca

rton

s co

uld

be u

sed

asch

ildre

n's

bloc

ks, e

tc.

Act

ivity

2-4

in S

cien

ceD

irec

tions

, Wile

y. p

age

86.

OB

SER

VA

TIO

N/

PRO

FIL

E s

heet

des

igne

dfo

r us

e w

ith g

roup

s.

Tap

e re

cord

erA

udio

tape

4360

61

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Thr

ee: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

SI

MA

TE

RIA

LS

OB

JEC

TIV

ES

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

or th

ree

func

tions

eac

h ob

ject

coul

d se

rve

if it

was

not

thro

wn

away

.

LE

SSO

N P

LA

N

Les

son

Four

: Usi

ng S

imila

r M

ater

ials

to C

reat

eD

iffe

rent

Des

igns

to S

erve

Var

ious

Fun

ctio

ns

The

me

Stru

ctur

es a

nd D

esig

nG

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Atti

tude

s:1,

4, 6

Stud

ents

sha

re s

ome

of th

eir

Faci

litat

e di

scus

sion

.St

uden

ts' s

ugge

stio

nsSt

uden

ts' j

ourn

als

Skill

s: la

. lb.

2a.

2b,

lists

of

nove

l use

s fo

rco

mm

only

dis

card

ed o

bjec

ts.

mig

ht b

e pu

blis

hed

in th

esc

hool

's n

ewsl

ette

r to

pare

nts.

3a, 3

b, 4

a, 4

bC

once

pts:

3c,

3d,

3e

To

prac

tise

appr

opri

ate

Stud

ents

pre

view

pag

es 8

8A

sk s

tude

nts

to p

revi

ewA

ctiv

ity 2

-5 in

Sci

ence

prer

eadi

ng s

trat

egie

s.an

d 89

of

thei

r te

xtbo

ok.

page

s 88

and

89

befo

rebe

ginn

ing

activ

ity 2

-5.

Rev

iew

and

dem

onst

rate

the

task

, the

spe

cifi

catio

ns, t

hem

etho

d of

rec

ordi

ng d

ata,

and

the

proc

edur

es to

be

Dire

ctio

ns,

Wile

y, p

ages

88 a

nd 8

9. (

See

page

88

for

othe

r m

ater

ials

requ

ired

for

this

act

ivity

.)

Stud

ents

sug

gest

alte

rnat

ive

follo

wed

by

doin

g T

ask

1de

sign

s to

per

form

the

toge

ther

and

con

side

ring

one

func

tion

spec

ifie

d fo

r T

ask

1.or

two

alte

rnat

ive

desi

gns

that

wou

ld w

ork

to p

erfo

rmth

e fu

nctio

n re

quir

ed.

Wor

king

in g

roup

s of

thre

e,A

ssig

n st

uden

ts to

gro

ups

ofT

o en

cour

age

stud

ents

toO

BSE

RV

AT

ION

/PR

OFI

LE

.st

uden

ts d

esig

n st

ruct

ures

toth

ree.

Gro

up :s

tude

nts

mon

itor

thei

r ow

nsh

eet d

esig

nedf

or u

sepe

rfor

m th

e fu

nctio

ns s

peci

fied

sele

cted

for

diag

e*tic

-fo

r T

asks

2 to

8 a

nd r

ecor

d th

eev

alua

titin

toge

ther

.pe

rfor

man

ce in

sm

all g

roup

situ

atio

ns, y

ou c

ould

use

or

with

gro

ups.

task

, mat

eria

ls u

sed,

the

Atic

itota

PO,O

vide

ti.ta

pei t

heir

adap

t to

your

pur

pose

s th

eT

ape

reco

rder

desi

gn, o

bser

vatio

ns, a

nd a

nyw

ork.

' IA

..*ie

per

mits

','''"

i .:-

'

prob

lem

s w

ith th

e de

sign

.re

cord

obS

erva

ttOns

and

Gro

up E

valu

atio

n fo

rm in

the

Tea

cher

Res

ourc

eV

ideo

cam

era

eval

uatiO

ns'o

f th

eir

lear

nmg

Pack

age,

pag

e 1-

18. A

sA

udio

tape

Stud

ents

then

ans

wer

and

com

mun

icat

ion

ques

tions

1, 2

, and

4 u

nder

proc

esse

s: u

sing

the

Find

ing

Out

and

que

stio

n 5

obiie

ryat

totti

tfro

fge

skee

tun

der

Ext

ensi

on.

de:s

igna

l:kr

tise*

Pfig

iotip

s...

-

part

of

the

debr

iefi

ngdi

scus

sion

for

this

less

on,

stud

ents

cou

ld b

e as

ked

tora

te th

eir

grou

p's

perf

orm

ance

and

toco

nsid

er th

e va

lue

ofco

llabo

ratio

n to

prob

lem

-sol

ving

task

s.

Vid

eota

pe

Stud

ents

cou

ld b

e sh

own

P 4

4565

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Four

: (C

ont'd

)G

rade

7C

ours

eSc

ienc

e

OB

JEC

A N

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Stud

ents

sha

re th

eir

desi

gns

for

stru

ctur

es a

nd th

eir

answ

ers

to q

uest

ions

assi

gned

.

Ask

rep

rese

ntat

ives

fro

mdi

ffer

ent g

roup

s to

dra

w th

est

ruct

ures

they

des

igne

d on

the

chal

kboa

rd o

r ov

erhe

ad to

illus

trat

e al

tern

ativ

eap

proa

ches

.

tran

spar

enci

es o

f ot

her

stud

ent d

esig

ns in

the

Tea

cher

Res

ourc

e Pa

ckag

e,pa

ges

2-19

to 2

-22.

6667

The

me

Stru

ctur

es a

nd D

esig

n

OB

JEC

TIV

ES

LE

SSO

N P

LA

N

Les

son

Five

: Rev

iew

Gra

de 7

PRO

CE

DU

RE

S

Cou

rse

Scie

nce

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Atti

tude

s:I,

2, 4

, 5Sk

ills:

la. l

b. 2

a, 2

b,4a

Con

cept

s:la

, ld,

le,

2a, 2

b, 3

.c,

3d

Wor

king

in g

roup

s of

thre

e,st

uden

ts d

iscu

ss a

nd a

nsw

erre

view

que

stio

ns b

ased

on

prev

ious

less

ens.

Exp

lain

the

purp

ose

of th

eC

heck

poin

t que

stio

ns. I

f yo

uha

ve a

sked

stu

dent

s to

mon

itor

thei

r pe

rfor

man

ce in

smal

l gro

up s

ituat

ions

inL

esso

n Fo

ur, y

ou c

ould

ask

them

to e

xam

ine

thei

rse

lf-e

valu

atio

n fo

r th

at le

sson

and

set a

ppro

pria

te g

oals

for

them

selv

es in

thei

r sm

all

grou

p di

scus

sion

s in

this

less

on.

To

prov

ide

a co

ntex

t for

colla

bora

tive

lear

ning

, ass

ign

stud

ents

to g

roup

s of

thre

e to

disc

uss

and

answ

er th

ere

view

qU

estio

ns. G

roup

stud

ents

' sel

ette

d fo

rdi

agno

stic

eva

luat

ion

toge

ther

and

audi

otap

e th

eir

disc

ussi

on a

s th

ey a

nsw

erth

e qu

eStio

ns. A

s tim

epe

rmits

, rec

ord

olki

erva

tions

and

.eir

altia

tiOnS

of th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s; u

sing

the

obse

rVat

ion/

prof

ile s

heet

desi

gned

for

. use

With

gro

ups.

As

wel

l;*c0

11ee

t:the

l'*et

ch (

orsk

etch

es)

inle

Span

se to

ques

tion

f) :1

**tid

ents

Who

.w

ere

'sel

ecte

d fo

r di

agno

stic

eval

uatio

n ar

id' a

naly

se th

isfo

rm o

f re

pres

enta

tion

for

wha

t it m

ay r

evea

l abo

ut

6847

If y

ou h

ave

not p

revi

ousl

yas

ked

stud

ents

to m

onito

rth

eir

perf

orm

ance

in s

mal

lgr

oup

situ

atio

ns, t

his

less

on w

ould

be

very

goo

dfo

r th

at p

urpo

se. T

hequ

estio

ns a

re q

uite

chal

leng

ing

and

stud

ents

will

req

uire

a f

ocus

ed g

roup

effo

rt to

ans

wer

them

.

Che

ckpo

int i

nS

cien

ceD

irect

ions

,W

iley,

pag

e92

.

OB

SER

VA

TIO

N/P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erA

udio

tape

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Five

: (C

ont'd

)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

self

-eva

luat

ion

ofco

llabo

rativ

e le

arni

ngsk

ills.

thei

r le

vels

of

inde

pend

ence

in le

arni

ng a

ndco

mm

unic

atio

n pr

oces

ses.

Faci

litat

e di

scus

sion

.

Stud

ents

sha

re th

eir

answ

ers

Prov

ide

the

grou

ps w

ith s

ome

to r

evie

w q

uest

ions

.fe

edba

ck b

ased

on

your

ow

nob

serv

atio

ns o

f th

eir

wor

kSt

uden

ts e

valu

ate

thei

rto

geth

er.

perf

orm

ance

in th

e sm

all

grou

p di

scus

sion

of

answ

ers

to r

evie

w q

uest

ions

.

Gro

up E

valu

atio

n fo

rmin

the

Tea

cher

Res

ourc

ePa

ckag

e, W

iley,

pag

e1-

18.

zio

'7 0

7 1

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Six:

Qui

zG

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Atti

tude

s:1,

2. 4

Skill

s:la

, lb

Con

cept

s: I

d, 2

a, 2

b,3a

, 3c,

3d,

3e

Wor

king

inde

pend

ently

.st

uden

ts p

repa

re w

ritte

nan

swer

s fo

r qu

estio

ns u

nder

Wha

t's th

e Pu

rpos

e?,

Find

ing

Out

, and

Fin

ding

Out

Mor

e, p

ages

90

and

91.

Act

ivity

2-6

is u

sed

as a

qui

zto

ass

ess

how

wel

l stu

dent

sca

n in

depe

nden

tly a

nsw

erqu

estio

ns r

elat

ed to

pre

viou

sle

sson

s. T

he q

uest

ions

giv

est

uden

ts s

ome

scop

e fo

rch

oice

in th

eir

answ

ers

and

also

ena

ble

them

to d

raw

upon

per

sona

l exp

erie

nce

(str

uctu

res

with

in th

eir

own

neig

hbor

hood

, for

exa

mpl

e).

Exp

lain

the

purp

ose

of th

equ

iz a

nd th

e cr

iteri

a up

onw

hich

stu

dent

s' a

nsw

ers

will

be e

valu

ated

.

in a

dditi

on to

eva

luat

ion

for

sum

mat

ive

purp

oses

, the

wri

tten

wor

k of

stu

dent

sse

lect

ed f

or d

iagn

oStic

eval

uatio

n ca

n be

ana

lyse

dfo

r ev

iden

ce o

f th

eir

leve

ls o

fin

depe

nden

ce in

lear

ning

and

com

mun

icat

ion

proc

esse

s.C

onsi

der

conf

eren

cing

with

thes

e st

uden

ts to

pro

be th

eth

inki

ng:b

ehin

d th

eir

ansW

ers

as.a

mea

ns o

fco

nfir

min

g, W

endi

ng,.

and

refi

ning

Seb

ttfet

alha

tion

Of

thei

r us

e of

the

six

prO

cess

es.

Act

ivity

2-6

in S

cien

ceD

irec

tions

Wile

y, p

ages

90 a

nd 9

1.

4972

73

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Six:

Qui

zG

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

SI

MA

TE

RIA

LS

STU

DE

NT

AC

TW

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

Ask

the

stud

ents

sel

ecte

d fo

rdi

agno

stic

eva

luat

ion

tore

view

sam

ples

of

som

e of

thei

r w

ork

done

up

to th

ispo

int a

nd c

ompl

ete

ale

arni

ngse

lf-e

valu

atio

n of

thei

r ow

nle

arni

ng a

nd c

omm

unic

atio

npr

oces

ses.

If ti

me

perm

its, y

ou m

ay b

eab

le to

con

duct

. ind

ivid

ual

Con

fere

nces

with

the

stud

ents

sel

ecte

dfor

diag

nost

ic e

valu

atio

n. T

his

will

ena

ble

you

to s

hare

you

rev

alua

tions

' with

indi

vidu

alst

uden

ts, c

ompa

re y

our

eval

Uat

ions

.:and

begi

n to

set

goal

s to

hel

p th

em d

evel

opm

ore

inde

pend

enee

in th

e si

xpr

oces

ses.

Ask

eac

h st

uden

t to

sele

ct a

clas

smat

e w

ho w

ill e

xam

ine

the

sam

e da

ta a

nd d

o a

peer

eva

luat

ion

of h

is o

r he

ran

dco

mm

unic

atio

n pr

oces

ses.

OB

SER

VA

TIO

N/P

RO

FIL

ESH

EE

T d

esig

ned

for

use

with

indi

vidu

als

7574

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n: S

tren

gth

of M

ater

ials

Com

pres

sion

and

Ten

sion

Stru

ctur

es a

nd D

esig

nG

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Atti

tude

s:la

, lb

Con

cept

s: 2

b, 3

d, 3

e,4a

, 4b.

4c,

4d, 4

e, 5

a,5b

. 5c

To

prac

tise

appr

opri

ate

prer

eadi

ng a

ndpo

stre

adin

g st

rate

gies

.

To

acqu

ire

back

grou

hdkn

owle

dge

for

desi

gnin

g an

dca

rryi

ng o

ut th

eir

own

expe

rim

ents

to te

stco

mpr

essi

ve a

nd te

nsile

stre

ngth

of

mat

eria

ls, s

tude

nts

read

Top

ic T

hree

Mat

eria

lsM

atte

r, p

ages

93

to 1

01 o

fth

eir

text

book

.

Wor

king

in g

roup

s of

thre

e,st

uden

ts d

esig

n an

d ca

rry

out

expe

rim

ents

to te

st th

eco

mpr

essi

ve a

nd te

nsile

stre

ngth

of

mat

eria

ls p

rovi

ded.

The

y al

so p

repa

re w

ritte

nre

spon

ses

to q

uest

ions

and

dire

ctio

ns p

rovi

ded.

To

ensu

re a

dequ

ate

com

preh

ensi

on, g

uide

stud

ents

thro

ugh

a pr

evie

w o

fth

e ch

apte

r, f

ocus

ing

onhe

adin

gs a

nd s

ubhe

adin

gs,

illus

trat

ions

, and

wor

ds in

bold

face

type

. Ask

stu

dent

sto

pre

dict

wha

t thi

s se

ctio

nw

ill b

e ab

out.

Show

them

how

to s

etpu

rpos

es f

or th

eir

read

ing

bytu

rnin

g th

e he

adin

gs a

ndsu

bhea

ding

s in

to q

uest

ions

(e.g

., W

hy d

o m

ater

ials

mat

ter?

How

do

you

choo

seth

e be

st m

ater

ials

? W

hat

mak

es s

ome

mat

eria

lsst

rong

er th

an o

ther

s?).

If

stud

ents

dev

elop

the

habi

t of

form

ulat

ing

ques

tions

as

they

read

thei

r te

xtbo

ok, t

hey

will

read

mor

e ac

tivel

y an

d w

ithgr

eate

r co

mpr

ehen

sion

beca

use

they

are

rea

ding

toan

swer

thei

r ow

n qu

estio

ns.

Ass

ign

stud

ents

to g

roup

s of

thre

e,.p

laci

ng s

tude

nts

sele

cted

for

dia

gnO

Stic

eval

uatio

n,og

etbe

t:A

udio

tapt

and

/or

'vid

eota

peth

eir

wor

k. A

s th

ne p

erm

its.

reco

rd o

bser

vatio

ns. a

ndev

alua

tions

of

thei

r le

arni

ngan

d co

mm

unic

atio

n

You

cou

ld a

sk s

tude

nts

tojo

t the

ir q

uest

ions

dow

n as

they

rea

d. T

hen,

to te

stth

eir

unde

rsta

ndin

g of

wha

tth

ey h

ave

read

, let

them

ask

each

oth

er th

eir

ques

tions

. By

liste

ning

toth

eir

ques

tions

and

answ

ers,

you

will

get

a g

ood

sens

e of

wha

t the

y ha

veun

ders

tood

and

whe

re y

oune

ed to

inte

rven

e to

hel

pth

em e

xten

d an

d re

fine

thei

r un

ders

tand

ing.

If s

tude

nts

need

to r

evie

who

w to

for

mul

ate

ahy

poth

esis

and

des

ign

anex

peri

men

t, re

fer

to S

kill-

build

er T

wo:

Sci

ence

Ski

llsin

Sci

ence

Dir

ectio

ns, W

iley.

page

s 35

1 to

354

.

Top

ic T

hree

Mat

eria

lsM

atte

r in

Sci

ence

Dir

ectio

ns. W

iley,

pag

es93

to 1

01.

TE

STIN

G T

HE

STR

EN

GT

H O

FM

AT

ER

IAL

S, w

hich

isat

tach

ed to

thes

e le

sson

plan

s.(S

peci

fic

mat

eria

lsne

eded

for

this

act

ivity

are

liste

d on

the

hand

out.)

7651

77

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Seve

n: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

usin

gw

ritin

g to

lear

n.

To

the

clas

s, s

tude

nts

repo

rtth

eir

hypo

thes

es, t

hepr

oced

ures

use

d to

test

thei

rhy

poth

eses

, the

ir r

anki

ngs

ofth

e co

mpr

essi

ve a

nd te

nsile

stre

ngth

of

the

mat

eria

lste

sted

, and

thei

r ex

ampl

es o

fsi

tuat

ions

req

uiri

ng th

e us

e of

mat

eria

ls th

at h

ave

a hi

ghco

mpr

essi

ve o

r a

high

tens

ilest

reng

th.

As

a ho

mew

ork

assi

gnm

ent,

stud

ents

app

ly c

once

pts

from

thei

r re

adin

g an

d ex

peri

men

tsin

an

indi

vidu

al jo

urna

l ent

ry,

in w

hich

they

exp

lore

poss

ibili

ties

for

a st

ruct

ure

they

wou

ld li

ke to

des

ign

for

thei

r ow

n us

e or

for

an

imag

inar

y te

enag

er o

f th

efu

ture

.

7R

proc

esse

s, u

sing

the

obse

rvat

ion/

prof

ile s

heet

desi

gned

for

use

with

gro

ups.

Faci

litat

e di

scus

sion

.St

uden

ts' r

epor

ts c

ould

als

oen

com

pass

pro

blem

s th

eyen

coun

tere

d, h

ow th

ey s

olve

dth

em, o

r w

hy th

ey th

ink

they

wer

e un

able

to s

olve

them

.A

ltern

ativ

e w

ays

of te

stin

gth

e co

mpr

essi

ve a

nd te

nsile

stre

ngth

of

the

mat

eria

lsco

uld

be e

xplo

red.

Col

lect

the

wri

tten

wor

k of

stud

ents

sel

ecte

d fo

rdi

agnO

Stic

eva

luat

ion.

Ana

lyse

this

fO

r ev

iden

ce o

fth

eir

leve

lS o

f in

dePe

nden

cein

lear

ning

and

com

mun

icat

ion

proc

esse

s.

The

jour

nal e

ntri

es o

fst

uden

ts S

elec

ted

for

diag

nost

ic e

valn

atio

n ca

nal

so b

e 'a

naly

sed

for

evid

ence

of th

eir

leV

els

ofin

depe

nden

ce le

arni

ng a

ndco

rnin

unic

atio

r_ p

roce

sses

.

As

an a

ltern

ativ

e to

this

Jour

nal-

wri

ting

assi

gnm

ent.

you

mig

ht a

sk s

tude

nts

toco

llect

pic

ture

s fr

omne

wsp

aper

s or

mag

azin

es o

fst

ruct

ures

that

em

ploy

the

prin

cipl

es o

f st

ruct

ure

and

desi

gn, o

r as

k th

em to

mak

e sk

etch

es o

fst

ruct

ures

that

they

hav

eob

serv

ed in

thei

r ho

mes

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erV

ideo

cam

era

Aud

iota

peV

ideo

tape

JOU

RN

AL

WR

ITIN

GA

SSIG

NM

EN

T f

or L

esso

nSe

ven:

Str

engt

h of

Mat

eria

ls, w

hich

isat

tach

ed to

thes

e le

sson

plan

s. 79

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Seve

n: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

S

JI

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

and

neig

hbor

hood

s th

atem

ploy

thes

e pr

inci

ples

. In

thei

r w

ritin

g ac

com

pany

ing

thes

e ill

ustr

atio

ns, t

hey

coul

d id

entif

y th

eco

mpo

nent

s of

the

desi

gnth

at p

rovi

de s

tren

gth

and

supp

ort,

expl

ain

thei

rfu

nctio

n, a

nd s

pecu

late

on

the

rela

tions

hip

amon

gfa

ctor

s th

at in

flue

nce

desi

gn a

nd c

hoic

e of

mat

eria

ls.

8053

81

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Eig

ht: D

esig

ning

for

Sup

port

and

Str

engt

h

Gra

de 7

Cou

rse

Scie

nce

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Atti

tude

s:1,

2, 3

, 4, 6

Stud

ents

rec

all a

ndsu

mm

ariz

e th

e ex

peri

men

tsth

ey c

ondu

cted

in th

e pr

evio

usle

sson

.

Stud

ents

res

pond

to o

nean

othe

r's jo

urna

l ent

ries

.

Rev

iew

the

conc

epts

of

com

pres

sive

and

tens

ilest

reng

th b

y as

king

stu

dent

sto

rec

all a

nd s

umm

ariz

e w

hat

they

did

in th

e pr

evio

usle

sson

.

Ask

stu

dent

s to

exc

hang

ejo

urna

ls w

ith a

par

tner

of

thei

r ch

oice

. Ask

them

tow

rite

a r

espo

nse

to th

eir

part

ner's

idea

s, te

lling

wha

tth

ey li

ke a

bout

the

desi

gnan

d co

ntri

but.n

g su

gges

tions

for

tefi

nem

ent f

or th

eir

part

ner

to c

onsi

der.

Ask

a f

ew s

tude

nts

to s

hare

thei

r jo

urna

l ent

ries

with

the

rest

of

the

clas

s. I

f st

uden

tsai

e re

luct

ant t

o vo

lunt

eer,

you

mig

ht a

sk, W

ho s

aw a

nin

tere

stin

g de

sign

that

you

thin

k th

e re

st o

f th

e cl

ass

wou

ld li

ke to

see

?" I

fst

uden

ts a

re e

ncou

rage

d by

thei

r pe

ers,

they

may

be

mor

ew

illin

g to

sha

re th

eir

wor

k.E

ncou

rage

oth

er s

tude

nts

toco

ntri

bute

sug

gest

ions

for

the

wri

ter

/des

igne

r to

con

side

r.

The

tran

sitio

n to

Act

ivity

2-1

0co

uld

be m

ade

by s

ugge

stin

gth

at s

tude

nts

may

lear

n so

me

thin

gs a

bout

des

igni

ng f

or

You

mig

ht a

lso

use

this

.

oppo

rtun

ity' t

o re

view

the

six

lear

ning

and

eorr

inin

nica

tion'

prO

cess

esan

d co

mm

ent 4

Ori

iex

ampl

e's

of th

em in

the

stud

ents

' jou

rnal

ent

ries

.

Stud

ents

' jou

rnai

sSk

ills:

la. l

b, 2

a, 4

aC

once

pts:

2a,

2b.

3b.

3c. 3

d, 3

e.4c

, 4d,

4e,

4f. 4

g. 5

a,5b

, 5c

r82

8 3

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Eig

ht: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

0I3J

EC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

appr

opri

ate

prer

eadi

ng s

trat

egie

s.St

uden

ts p

revi

ew th

e re

leva

ntpa

rts

of th

eir

text

book

toes

tabl

ish

the

prob

lem

and

the

natu

re o

f th

e ta

sk th

ey w

ill b

eun

dert

akin

g.

Wor

king

in g

roup

s of

thre

e.st

uden

ts c

lari

fy th

e ta

sk f

orth

emse

lves

, fol

low

dir

ectio

ns,

mak

e sk

etch

es w

here

appr

opri

ate,

and

dis

cuss

and

prep

are

wri

tten

answ

ers

for

ques

tions

und

er F

indi

ng O

utan

d Fi

ndin

g O

ut M

ore

on p

agi.

103.

Stud

ents

sha

re th

eir

answ

ers

to q

uest

ions

with

the

rest

of

the

clas

s.

supp

ort a

nd s

tren

gth

in th

isac

tivity

that

will

be

help

ful t

oth

em a

s th

ey r

efin

e th

ede

sign

of

the

stru

ctur

es th

eyha

ve c

reat

ed in

thei

r jo

urna

len

trie

s.

Ask

stu

dent

s to

ski

m p

age

102

and

expl

ain

the

prob

lem

illus

trat

ed th

ere.

Ask

them

to r

ead

the

intr

oduc

tory

info

rmat

ion

on p

age

102

and

to p

revi

ew a

ctiv

ity 2

-10.

Whe

n th

ey m

ove

into

gro

ups,

they

sho

uld

begi

n by

mak

ing

sure

they

und

erst

and

the

task

.

Ass

ign

stud

ents

to g

roup

s of

thre

e; p

latin

g st

uden

ts'

sele

cted

` te

r di

agri

tStic

eval

uatio

n tf

iget

her.

Aud

idta

pe a

nd/O

r:vi

deot

ape

thei

r w

ork

As

time

Perm

its,

reco

rd o

bser

vatio

ns a

ndev

alha

tiOns

:of

thei

r le

arni

ngan

d co

rnin

ithiC

atie

npr

oces

ses;

usi

ng th

eob

serv

atio

n/pr

ofile

she

etde

sign

ed f

or u

se,W

iflii

:gro

ups.

Faci

litat

e di

scus

sion

. On

the

chal

kboa

rd o

r ov

erhe

ad, l

ist

the

alte

rnat

ives

that

stu

dent

ssu

gges

t for

que

stio

n nu

mbe

r3.

The

n as

k th

em to

ski

m

Act

ivity

2-1

0 in

Sci

ence

Dir

ectio

ns, W

iley,

pag

es10

2 an

d 10

3.

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

.

ape

reco

rder

Vid

eo c

amer

a

udio

tape

Vid

eota

pe

8455

85

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Eig

ht: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S1V

IAT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

skim

min

g a

Stud

ents

ski

m th

e te

xtbo

ok to

page

104

in th

eir

text

book

toM

ake

sure

stu

dent

sB

endi

ng a

nd B

reak

ing

text

book

to lo

cate

part

icul

ar d

etai

ls.

loca

te p

artic

ular

det

ails

.fi

nd th

ree

way

s to

pre

vent

abe

am f

rom

ben

ding

or

brea

king

. To

rein

forc

e th

em

eani

ng o

f sk

imm

ing,

ask

stud

ents

how

they

loca

ted

this

info

rmat

ion.

(T

hey

will

prob

ably

men

tion

the

key

wor

ds "

bend

ing,

" "b

reak

ing,

"an

d "a

void

ed";

the

num

bers

1to

3; a

nd th

e vi

sual

clu

e in

the

form

atth

e ite

ms

ofin

form

atio

n ar

e lis

ted.

)

unde

rsta

nd th

e di

ffer

ence

betw

een

skim

min

g fo

rpa

rtic

ular

item

s of

info

rmat

ion

and

ordi

nary

read

ing.

in S

cien

ce D

irec

tions

,W

iley,

pag

e 10

4.

Stud

ents

cat

egor

ize

thei

rA

sk s

tude

nts

to c

ateg

oriz

esu

gges

tions

for

pre

vent

ing

ath

eir

sugg

estio

ns in

res

pons

ebe

am f

rom

ben

ding

or

to q

uest

ion

num

ber

3 in

brea

king

.te

rms

of th

e th

ree

way

s of

prev

entin

g be

ndin

g an

dbr

eaki

ng li

sted

on

page

104

.(W

here

hav

e th

ey p

ropo

sed

usin

g st

rong

er m

ater

ials

,ad

ding

a s

truc

ture

to s

uppo

rtth

e be

am, a

nd a

lteri

ng th

eue

sign

of

the

beam

to m

ake

itst

rong

er?)

Stu

dent

s m

ay b

eab

le to

gen

erat

e m

ore

sugg

estio

ns a

t thi

s po

int.

Col

lect

the

wri

tten

wor

k of

stud

ents

sel

ecte

d fo

rdi

agno

stic

eva

luat

ion.

ki

"86

87

The

me

Stru

ctur

es a

ndD

esig

n

LE

SSO

N P

LA

N

Les

son

Eig

ht: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Ana

lyse

thei

r sk

etch

es a

ndw

ritin

g fo

r ev

iden

ce o

f th

eir

leve

ls o

f in

depe

nden

ce I

n th

ele

arni

ng a

nd c

omm

unic

atio

npr

oces

ses.

8857

89

The

me

S.:u

ctur

es a

nd D

esig

n

LE

SSO

N P

Les

son

Nin

e: T

estin

g th

e Sh

ape

and

Stre

ngth

of

Bea

ms

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

Y

Atti

tude

s:1,

4Sk

ills:

la. l

b, 2

a. 3

a,4a

Con

cept

s: la

, lb.

2a,

2b, 3

b, 4

a

Stud

ents

rec

all m

etho

ds f

orpr

even

ting

a be

am f

rom

bend

ing

or b

reak

ing.

Ask

stu

dent

s to

rec

all t

heth

ree

met

hods

to p

reve

nt a

beam

fro

m b

endi

ng o

rbr

eaki

ng. T

ell t

hem

that

inth

is le

sson

they

will

part

icip

ate

in a

n ac

tivity

inw

hich

they

will

lear

n m

ore

abou

t the

thir

d of

thes

eal

tern

ativ

esch

angi

ng th

ede

sign

of

a be

am to

mak

e it

stro

nger

.

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Rat

her

than

hav

ing

the

who

le c

lass

wor

k th

roug

hal

l the

act

idie

s fo

rL

esso

ns N

ine

to T

wel

ve, y

oum

ight

ass

ign

thes

e to

diff

eren

t gro

ups.

Hav

e th

egr

oups

rep

ort b

ack

to th

ew

hole

cla

ss o

n th

e pr

oble

m.

the

proc

edur

es, t

heir

obse

rvat

ions

, and

the

prac

tical

app

licat

ion

ofpr

inci

ples

of

stru

ctur

e an

dde

sign

ass

ocia

ted

with

the

activ

ity. B

ecau

se s

imila

rpr

oces

ses

are

invo

lved

inea

ch a

ctiv

ity, t

his

mig

ht b

ea

mor

e ec

onom

ical

use

of

time

and

othe

r re

sour

ces.

It w

ould

als

o gi

ve s

tude

nts

an o

ppor

tuni

ty to

pra

ctis

ean

d de

velo

p th

eir

com

mun

icat

ion

skill

s fo

r a

mor

e pu

blic

aud

ienc

e (t

heir

peer

s).

MA

TE

RIA

LS

The

gro

ups

coul

d be

enco

urag

ed to

mon

itor

and

eval

uate

thei

r gr

oup

skill

sus

ing

the

Gro

upE

valu

atio

n fo

rm in

the

Tea

cher

Res

ourc

e Pa

ckag

e,W

iley,

pag

e 1-

18. T

he s

ame

jour

nal -

wri

ting

assi

gnm

ents

coul

d be

use

d. I

n fa

ct, t

hegr

oups

cou

ld p

rovi

de e

xper

tas

sist

ance

to o

ne a

noth

er.

ro

91

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Nin

e: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

appr

opri

ate

prer

eadi

ng s

trat

egie

s.

Wor

king

in g

roup

s of

fou

r.st

uden

ts p

revi

ew, c

lari

fy, a

ndca

rry

out t

he ta

sks,

rec

ordi

ngob

serv

atio

ns a

s di

rect

ed.

Stud

ents

rep

ort a

nd c

ompa

reth

eir

obse

rvat

ions

with

thos

eof

oth

er g

roup

s. T

hey

draw

tent

ativ

e co

nclu

sion

s ab

out

the

rela

tions

hip

amon

gor

ient

atio

n, s

hape

, and

stre

ngth

of

beam

s. T

hey

expl

ore

poss

ible

rea

sons

for

diff

eren

ces

in th

eir

obse

rvat

ions

.

Stud

ents

pre

view

and

rea

dpa

ges

108

and

109

of th

eir

text

book

for

con

firm

atio

n of

thei

r co

nclu

sion

s, f

orad

ditio

nal i

nfor

mat

ion

toex

tend

and

ref

ine

thei

run

ders

tand

ing,

and

for

illus

trat

ions

of

the

prac

tical

appl

icat

ion

of th

is k

now

ledg

e.

Ass

ign

stud

ents

to g

roup

s of

four

, pla

cing

stu

dent

sse

lect

ed f

or d

iagn

ostic

eval

uatio

n to

geth

er.

Aud

iota

pe a

nd/o

r vi

deot

ape

thei

r w

ork.

As

time

perm

its.

reco

rd o

bser

vatio

ns a

ndev

alua

tions

of

thei

r le

arni

ngan

d co

nunu

nica

tion

proc

esse

s. u

sing

the

obse

rvat

ion/

prof

ile s

heet

desi

gned

for

use

with

gro

ups.

Faci

litat

e di

scus

sion

.St

uden

ts m

ight

be

aske

d to

sugg

est a

n ap

prop

riat

e na

me

for

each

of

the

four

bea

ms.

Ask

stu

dent

s to

tell

you

wha

tth

ey s

houl

d ex

amin

e in

thei

rpr

evie

w o

f th

is p

art o

f th

ete

xtbo

ok a

nd w

hat

pred

ictio

ns th

ey w

ould

mak

eab

out t

he p

urpo

se o

f th

ein

form

atio

n, b

ased

on

thei

rpr

evie

w.

At t

his

poin

t, yo

u m

ay h

ave

gath

ered

suf

fici

ent d

ata

abou

t the

sel

ecte

d st

uden

ts'

leve

ls o

f In

depe

nden

ce in

lear

ning

and

com

mun

icat

ior

proc

esse

sth

at y

ou m

ight

,wan

t to

try

adi

ffer

ent k

ind

of g

roup

ing.

Plac

e th

ese

stud

ents

ingr

oups

whe

re th

ey w

illen

coun

ter

othe

rs w

ho c

anm

odel

inde

pend

ence

inpr

oces

sses

whe

re th

eyap

pear

to n

eed

assi

stan

ce.

You

mig

ht a

lso

cons

ider

plac

ing

them

in g

roup

sw

here

thei

r st

reng

ths

will

com

plem

ent t

hose

of

othe

rst

uden

ts.

SHA

PE A

ND

ST

RE

NG

TH

.PA

RT

A, w

hich

isat

tach

ed to

thes

e le

sson

plan

s.

OB

SER

VA

TIO

N/P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erV

ideo

cam

era

udio

tape

Vid

eota

pe

9259

93

The

me

Stru

ctur

es a

nd D

esig

n

OB

JEC

TIV

ES

LE

SSO

N P

LA

N

Les

son

Nin

e: (

Con

t'd)

Gra

de 7

Cou

rse

PRO

CE

DU

RE

S

To

prac

tise

usin

gw

ritin

g to

lear

n.

STU

DE

NT

AC

TIV

ITY

As

a ho

mew

ork

assi

gnm

ent,

stud

ents

rev

iew

the

prel

imin

ary

desi

gn th

ey h

ave

crea

ted

at th

e en

d of

Les

son

Seve

n fo

r a

stru

ctur

e of

thei

rch

oice

, and

not

e in

thei

rjo

urna

l any

mod

ific

atio

ns th

eyw

ould

mak

e to

the

orig

inal

desi

gn a

s a

cons

eque

nce

ofw

hat t

hey

have

lear

ned

abou

tth

e or

ient

atio

n, s

hape

, and

stre

ngth

of

beam

s. (

Som

est

uden

ts m

ay f

ind

that

they

have

use

d th

ese

prin

cipl

esin

tuiti

vely

and

sho

uld

note

whe

re th

ey h

ave

done

so.

It is

also

pos

sibl

e th

at s

ome

stud

ents

may

fee

l tha

t no

mod

ific

atio

n sh

ould

be

mad

eto

thei

r de

sign

in r

elat

ion

toth

e pr

inci

ples

exp

lore

d in

this

less

on. T

hey

shou

ld e

xpla

inw

hy th

is is

so.

)

Scie

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det

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stu

dent

s to

rec

all

prin

cipl

es f

rom

the

prev

ious

less

on r

egar

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the

rela

tions

hip

amon

gor

ient

atio

n, s

hape

, and

stre

ngth

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beam

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skst

uden

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rep

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ych

ange

s th

ey h

ave

mad

e to

thei

r pr

elim

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sign

s fo

ra

stru

ctur

e be

caus

e of

wha

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the

prev

ious

less

on, (

Som

e m

ayha

ve u

sed

thes

e pr

inci

ples

intu

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ly. A

sk s

tude

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ey r

ecog

nize

d th

is in

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sign

s.)

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is le

sson

, stu

dent

s w

illle

arn

how

tria

ngle

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n be

used

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e de

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ast

ruct

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to le

nd a

dditi

onal

supp

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tren

gth

to th

est

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the

phot

ogra

phs

and

illus

trat

ions

on

page

111

and

iden

tify

a sh

ape

that

is p

art

of th

e de

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all f

our

stru

ctur

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coat

rac

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ame,

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. Ask

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escr

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est

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m th

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n th

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ind

two

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at a

re u

sed

to

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Dir

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pag

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1 an

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13 o

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12.

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brac

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m. a

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To

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rigi

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prel

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ey h

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crea

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for

a st

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of th

eir

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mak

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des

ign

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use

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hey

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tth

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e of

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tren

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stud

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at n

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odif

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ld b

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eir

desi

gn in

rela

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e pr

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expl

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lain

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jour

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the

six

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6310

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Atti

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Stud

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thei

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atio

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or A

ctiv

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Ask

stu

dent

s to

rec

all

prin

cipl

es f

rom

the

prev

ious

less

on r

egar

ding

the

use

oftr

iang

les

to p

rovi

de s

uppo

rtan

d st

reng

th to

a s

truc

ture

.A

sk s

tude

nts

to r

epor

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chan

ges

they

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e m

ade

toth

eir

prel

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ary

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for

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beca

use

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lear

ned

duri

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us le

sson

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me

may

have

use

d th

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rinc

iple

intu

itive

ly. A

sk s

tude

nts

ifth

ey r

ecog

nize

d th

is in

thei

rde

sign

s.)

Ask

stu

dent

s to

exa

min

e th

eph

otog

raph

s an

d ill

ustr

atio

nson

pag

es 1

13 to

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of

thei

rte

xtbo

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sk th

em to

desc

ribe

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ilari

ties

and

diff

eren

ces

betw

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the

way

they

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e us

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tria

ngle

s in

thei

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ork

in th

e pr

evio

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sson

and

the

way

tria

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e us

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thes

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ampl

es.

Wha

t que

stio

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ould

they

ask

abou

t the

se s

truc

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ave

them

rea

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e te

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okto

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if th

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an f

ind

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ers

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eir

ques

tions

.

Ass

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s of

thre

e. P

lace

stu

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sse

lect

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or d

iagn

ostic

eval

uatio

n in

the

sam

e

Stud

ents

' jou

rnal

s

Scie

nce

Dir

ectio

ns,

Wile

y, p

ages

113

to 1

15.

Act

ivity

2-1

4 in

Sci

ence

Dir

ect N

is, W

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pag

es11

4 to

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10.1

6510

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The

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hy th

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)

106

Pc10

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Atti

tude

s:1,

2, 3

, 4, 6

Skill

s: la

, 2a,

2b,

3a, 4

aC

once

pts:

id, 2

a, 2

b,3a

, 3b,

3c,

3d, 3

e, 4

a,4b

, 4g

Stud

ents

rec

all p

rinc

iple

sre

gard

ing

the

use

of tr

iang

les

as a

com

pone

nt in

the

desi

gnof

a s

truc

ture

.

Stud

ent e

xpla

in a

ny c

hang

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ade

in th

eir

prel

imin

ary

desi

gn f

or a

str

uctu

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ly th

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cipl

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in w

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thei

ror

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esig

n al

read

yin

clud

ed th

is p

rinc

iple

s.

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king

in g

roup

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fou

r,st

uden

ts p

revi

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lari

fy, a

ndca

rry

out t

he ta

sk, r

ecor

ding

obse

rvat

ions

as

dire

cted

.

Ask

stu

dent

s to

rec

all

prin

cipl

es f

rom

the

prev

ious

less

on r

egar

ding

the

use

ofco

rrug

ated

mat

eria

ls to

m .k

ea

stru

ctur

e st

rong

er. A

sist

uden

ts to

rep

ort a

nych

ange

s th

ey h

ave

mad

e to

thei

r pr

elim

inar

y de

sign

s fo

ra

stru

ctur

e be

caus

e of

wha

tth

ey h

ave

lear

ned

duri

ng th

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us le

sson

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me

may

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use

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is p

rinc

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itive

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gniz

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dent

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prop

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for

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the

four

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To

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tise

read

ing

for

a

Stud

ents

rep

ort a

nd c

ompa

reth

eir

obse

rvat

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thos

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oth

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hey

then

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ativ

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sab

out t

he r

elat

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hip

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eren

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eir

obse

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, and

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why

they

thin

k co

lum

ns a

ndbe

ams

are

not a

lway

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g th

e st

rong

est s

hape

,re

ferr

ing

to d

iagr

ams

and

part

icul

ar p

urpo

se.

info

rmat

ion

in th

eir

text

book

.

To

prac

tise

usin

gA

s a

hom

ewor

k as

sign

men

t,T

he jo

urna

l ent

ries

of

wri

ting

for

lear

ning

.st

uden

ts r

evie

w th

est

uden

ts s

elec

ted

for

prel

imin

ary

desi

gn th

ey h

ave

diag

nost

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atio

n ca

n be

crea

ted

for

a st

ruct

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of th

eir

anal

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thei

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and

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thei

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inde

pend

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In

jour

nals

any

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mak

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the

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esse

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esig

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caus

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1 1

1

The

me

LE

SSO

N P

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wha

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out

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e pr

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expl

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in th

is le

sson

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ysh

ould

exp

lain

why

this

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112

6911

3

LE

SSO

N P

LA

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Les

son

Thi

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ircl

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now

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hem

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and

Des

ign

Gra

de 7

Cou

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Scie

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.

PRO

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LS

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ttitu

des:

1, 2

, 3, 4

, 5In

this

less

on, s

tude

nts

will

CIR

CL

ES

OF

,Ski

lls:

la, l

b, 2

a, 2

b,de

mon

stra

te th

eir

abili

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inde

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NO

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, whi

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Com

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a, 5

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, 6a,

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shor

t pas

sage

of

thei

rte

xtbo

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hey

will

then

wor

kto

geth

er w

ith a

sm

all g

roup

of

stud

ents

(fi

ve o

r si

x) to

com

plet

e a

seri

es o

f ac

tiviti

esre

late

d to

the

port

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ete

xtbo

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ey h

ave

read

in

are

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ched

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E, T

ASK

The

se g

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s ar

e ca

lled

task

grou

ps b

ecau

se th

ey w

ill b

ew

orki

ng c

olla

bora

tivel

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the

activ

ities

ass

ocia

ted

with

one

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ive

task

s. T

he o

bjec

tive

isfo

r st

uden

ts in

the

task

gro

upto

bec

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expe

rts

on th

eto

pic

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sk s

oth

at th

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an e

xpla

in th

eim

port

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to o

ther

stud

ents

who

hav

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enw

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her

topi

cs in

othe

r ta

sk g

roup

s.

ON

E.

Whe

n al

l fiv

e gr

oups

hav

eco

mpl

eted

the

activ

ities

rela

ted

to th

eir

task

, stu

dent

sar

e re

assi

gned

to o

ther

grou

ps s

o th

at th

ere

is a

nex

pert

fro

m e

ach

of th

e fi

veta

sk g

roup

s in

eac

h ne

wgr

oupi

ng. T

hese

new

grou

ping

s ar

e ca

lled

Cir

cles

of K

now

ledg

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he e

xper

ts

7^

1 1

411

5

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Thi

rtee

n: (

Can

ted)

Gra

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Cou

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Scie

nce

PRO

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DU

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from

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sk g

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sha

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thei

r C

ircl

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Kno

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bas

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the

activ

ities

they

com

plet

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e ot

her

mem

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of

thei

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sk g

roup

.

Follo

win

g th

e pr

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tatio

ns.

stud

ents

ans

wer

que

stio

nspr

epar

ed b

y th

e fo

ur ta

skgr

oups

in w

hich

they

wer

eno

t inv

olve

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that

thos

est

uden

ts h

ave

som

e fe

edba

ckon

the

effe

ctiv

enes

s of

thei

rpr

esen

tatio

ns.

The

task

gro

ups

may

be

self

-sel

ecte

d or

teac

her-

assi

gned

. If

you

choo

se th

e la

tter,

you

may

wis

h to

gro

up s

tude

nts

sele

cted

for

dia

gnos

ticev

alua

tion

toge

ther

. On

the

othe

r ha

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ou m

ay w

ish

topl

ace

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uden

ts w

ithet

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who

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emen

tary

str

engt

hs in

the

six

lear

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and

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icat

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proc

esse

s.O

ther

fac

tors

that

may

infl

uenc

e yo

ur g

roup

ing

incl

ude

your

ass

essm

ent o

fth

e di

ffic

ulty

of

the

task

and

your

ass

essm

ent o

f st

uden

ts'

abili

ties

and

inte

rest

s.

116

7111

7

LE

SSO

N P

LA

N

Les

son

Thi

rtee

n: (

Con

t'd)

The

me

Stru

ctui

.ts a

nd D

esig

nG

rade

7C

ours

eSc

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e

OB

JEC

TIV

ES

PRO

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DU

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S

STU

DE

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TE

AC

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R A

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IVIT

YSU

PPL

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EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

appr

opri

ate

prer

eadi

ng s

trat

egie

s.W

orki

ng in

depe

nden

tly,

stud

ents

pre

view

the

port

ion

of th

e te

xtbo

ok r

elat

ed to

thei

rta

sk a

nd p

repa

re w

ritte

nan

swer

s in

res

pons

e to

the

dire

ctio

ns a

nd q

uest

ions

unde

r Pr

evie

w o

n th

e ta

skas

sign

men

t she

et.

Wor

king

in ta

sk g

roup

s of

thre

e to

six

, stu

dent

s co

mpl

ete

the

activ

ities

und

er G

roup

Act

ivity

and

pre

pare

to s

hare

thei

r w

ork

with

oth

erst

uden

ts.

Exp

lain

the

proc

edur

es to

be

follo

wed

: ind

epen

dent

prev

iew

ing

and

read

ing

of th

ete

xtbo

ok, c

olla

bora

tive

wor

kin

task

gro

ups,

and

pres

enta

tions

to C

ircl

es o

fK

now

ledg

e. L

et s

tude

nts

choo

se th

e ta

sk th

ey w

ish

tow

ork

on o

r as

sign

them

togr

oups

suc

h th

at th

ere

are

aneq

ual n

umbe

r fo

r an

appr

oxim

atel

y eq

ual n

umbe

r)of

stu

dent

s w

orki

ng o

n ea

chta

sk.

Bec

ause

stu

dent

s ha

ve h

adse

vera

l opp

ortu

nitie

s to

prac

tise

prev

iew

ing,

you

may

wis

h to

eva

luat

e th

eir

wri

tten

resp

onse

s an

d as

sign

a m

ark

for

sum

mat

ive

purp

oses

. If

you

deci

de to

do

this

, inf

orm

stud

ents

of

the

crite

ria

you

will

be

usin

g to

eva

luat

e th

eir

resp

onse

s.

Rec

ord

obse

rvat

ions

of

stud

ents

sel

ecte

d fo

rdi

agri

ostie

eva

luat

ion

as th

eyw

ork

on th

iS ta

sk. :

gxan

iirie

thei

r w

ritte

n re

spon

se§

for

evid

ence

Ofi

ndep

ende

nce

inth

e si

x pr

oces

ses.

If s

tude

nts

are

sele

ctin

gth

eir

own

grou

ps, t

o en

sure

an e

qual

num

ber

for

each

task

you

mig

ht w

ant t

o us

ea

sign

-up

shee

t tha

t has

only

the

requ

ired

num

ber

ofsp

aces

and

ope

rate

on

a"f

irst

com

e, f

irst

ser

ved"

basi

s. S

tude

nts

may

nee

dto

hav

e a

seco

nd a

nd th

ird

choi

ce in

min

d.

If th

e cl

ass

is la

rge,

suc

hth

at th

ere

are

six

or s

even

stud

ents

wor

king

on

each

task

, you

may

wan

t to

divi

de th

ese

into

sm

alle

rgr

oups

of

thre

e or

fou

r.

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups

(or

indi

vidu

als)

.

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Thi

rtee

n: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Aud

iota

pe th

e gr

oup

activ

ities

of s

tude

nts

sele

cted

for

diag

nost

ic e

valu

atio

n. A

stim

e pe

rmits

, rec

ord

obse

rvat

ions

and

eva

luat

ions

of th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s,us

ing

the

obse

rvat

ion/

prof

ilesh

eet d

esig

ned

for

use

with

grou

ps (

or in

divi

dual

s). Y

oum

ight

als

o co

nsid

er ta

king

som

e tim

e to

con

fere

nce

with

indi

vidu

al s

tude

nts

toen

cour

age

self

-eva

luat

ion

onth

eir

part

and

to c

onfi

rm,

exte

nd, a

nd r

efin

e yo

ur o

wn

eval

uatio

ns o

f th

eir

stre

ngth

san

d w

eakn

esse

s.

Col

labo

ratio

n w

ith y

our

teac

her-

libra

rian

wou

ld b

ede

sira

ble.

He

or s

he c

anas

sist

stu

dent

s to

fin

d th

eap

prop

riat

e re

sour

ces

for

the

rese

arch

act

iviti

esas

soci

ated

with

TA

SKS

TH

RE

E A

ND

FIV

E.

Stud

ents

will

pro

babl

y ne

edhe

lp in

for

mul

atin

g th

e tw

oqu

estio

ns to

ask

oth

erst

uden

ts to

see

how

eff

ec-

tivel

y th

ey h

ave

com

mun

i-ca

ted

the

impo

rtan

t ide

asin

thei

r pr

esen

tatio

n. T

hey

may

nee

d so

me

mod

els

to e

ncou

rage

them

to f

ocus

on

mai

n id

eas

rath

er th

an is

olat

ed d

etai

ls.

To

enco

urag

e st

uden

ts to

mon

itor

thei

r ow

n pe

rfor

-m

ance

in th

e ta

sk g

roup

,yo

u m

ay w

ish

to h

ave

them

com

plet

e th

e G

roup

Eva

luat

ion

form

in th

eT

each

erlI

esot

irce

eac

kage

,W

iley,

pag

e 14

8.

If y

ou w

ish

to e

ncou

rage

stud

ents

to e

valu

ate

and

mon

itor

thei

r in

divi

dual

perf

orm

ance

, see

the

Juni

orH

igh

Lan

guag

e A

rt*

Cur

ricu

lum

Gui

de,

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups

(or

indi

vidu

als)

.

Tap

e re

cord

erA

udio

tape

120

7312

1

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Thi

rtee

n: (

Con

t'd)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

Y

To

prac

tise

effe

ctiv

esp

eaki

ng a

nd li

sten

ing

skill

s.

Wor

king

in C

ircl

es o

fK

now

ledg

e, s

tude

nts

shar

e th

eim

port

ant i

deas

ass

ocia

ted

with

the

topi

c an

d th

e ta

skth

ey h

ave

been

wor

king

on.

Wor

king

inde

pend

ently

,st

uden

ts a

nsw

er q

uest

ions

form

ulat

ed b

y st

uden

ts in

the

four

oth

er ta

sk g

roup

s in

ord

erto

pro

vide

the

othe

r st

uden

tsw

ith f

eedb

ack

on h

owef

fect

ivel

y th

ey c

omm

unic

ated

impo

rtan

t ide

as in

the

Cir

cles

of K

now

ledg

e.

1 22

Aud

iota

pe th

e pr

esen

tatio

nsof

Cir

cles

of

Kno

wle

dge

inw

hich

stu

dent

s se

lect

ed f

ordi

agno

stic

eva

luat

ion

are

invo

lved

. As

time

perm

its.

reco

rd o

bser

vatio

ns a

ndev

alua

tions

of

thei

r le

arni

ngan

d co

mm

unic

atio

npr

oces

ses,

usi

ng th

eob

serv

atio

n/pr

ofile

she

etde

sign

ed f

or u

se w

ith g

roup

s(o

r in

divi

dual

s). Y

ou h

ave

anop

port

unity

in th

is le

sson

totr

ack

stud

ents

' pro

gres

s fr

omla

ngua

ge f

or le

arni

ng (

in th

eta

sk g

roup

) to

lang

uage

for

am

ore

publ

ic a

udie

nce

(the

irpe

ers

in th

e C

ircl

es o

fK

now

ledg

e).

Em

phas

ize

that

the

stud

ents

are

answ

erin

g th

e qu

estio

nsto

pro

vide

fee

dbac

k to

oth

ers

on h

ow e

ffec

tivel

y th

eyco

mm

unic

ate

and

to g

etcl

arif

icat

ion

them

selv

es if

ther

e is

som

ethi

ng th

ey h

ave

not u

nder

stoo

d.

,7 a

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

App

endi

ces

3 an

d 4,

for

two

mod

els

that

cou

ld b

ead

opte

d or

ada

pted

to y

our

purp

oses

.

If y

ou w

ant s

tude

nts

topr

ovid

e fe

edba

ck to

eac

hot

her

abou

t the

ir s

peak

ing

and

liste

ning

ski

lls, s

ee th

eJu

nior

Hig

h L

angu

age

Art

sC

urri

culu

m G

uide

,A

ppen

dice

s 8,

14,

and

15,

for

thre

e m

odel

s th

at c

ould

be a

dopt

ed o

r ad

apte

d to

your

pur

pose

s.

MA

TE

RIA

LS

At a

late

r po

int,

afte

rst

uden

ts h

ave

rece

ived

clar

ific

atio

n w

here

idea

sm

ay n

ot h

ave

been

com

mun

icat

ed e

ffec

tivel

y or

unde

rsto

od c

lear

ly, a

ndaf

ter

the

ques

tions

hav

ebe

en r

efin

ed w

here

nece

ssar

y, th

e qu

estio

nsm

ight

be

used

as

a qu

iz a

nd

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups

(or

indi

vidu

als)

.

Tap

e re

cord

erA

udio

tape

123

LE

SSO

N P

LA

NL

esso

n T

hirt

een:

(C

ont'd

)T

hem

e St

ruct

ures

and

Des

ign

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IviT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

usin

gw

ritin

g fo

r le

arni

ng.

Wor

king

in th

eir

task

gro

ups,

stud

ents

rea

d th

e an

swer

sot

hers

hav

e gi

ven

to th

eir

ques

tions

, pro

vide

ora

l or

wri

tten

feed

back

whe

r,e

nece

ssar

y to

cla

rify

oth

erst

uden

ts' u

nder

stan

ding

of

idea

s, a

nd m

ake

revi

sion

sw

here

nec

essa

ry to

ref

ine

thei

rqu

estio

ns.

Stud

ents

mak

e an

ent

ry in

thei

r jo

urna

ls, d

iscu

ssin

g w

hat

they

hav

e le

arne

d ov

er th

eco

urse

of

the

activ

ities

asso

ciat

ed w

ith th

is le

sson

,re

flec

ting

on th

eir

pers

onal

Aud

iota

pe th

e w

ork

of ta

skgr

oups

whe

re s

tude

nts

sele

cted

for

sel

f-ev

alua

tion

are

invo

lved

. As

time

perm

its, m

ake

obse

rvat

ions

of in

divi

dual

str

engt

hs a

ndw

eakn

esse

s in

the

six

lear

ning

and

com

mun

icat

ion

proc

esse

s, u

sing

the

obse

rvat

ion/

prof

ile s

heet

desi

gned

for

use

with

gro

ups

(or

indi

vidu

als)

.

Col

lect

the

answ

ers

toqu

estio

ns a

nd th

e w

ritte

nco

mm

ents

mad

e on

oth

erst

uden

ts' a

nsw

ers,

whi

chw

ere

done

by

stud

ents

sele

cted

for

dia

gnos

ticev

alua

tion.

Ana

lyse

thes

e fo

rev

iden

ce o

f in

divi

dual

stre

ngth

s an

d w

eakn

esse

s in

the

six

lear

ning

and

com

mun

icat

ion

proc

esse

s.

The

Jou

rnal

. ent

ries

of

shid

eritS

SOle

cted

for

,'di

agnO

stic

eval

uatiO

n ca

n be

anal

ysed

: for

evi

dend

e of

indi

vidu

al s

tren

gths

and

wea

knes

ses

in th

e si

x

stud

ents

' res

pons

esev

alua

ted

for

sum

mat

ive

purp

oses

.

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups

(or

indi

vidu

als)

.

Tap

e re

cord

erA

udio

tape

124

7512

5

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

NL

esso

n T

hirt

een:

(C

ont'd

)G

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

achi

evem

ents

, and

exp

lain

ing

how

they

mig

ht c

hang

e or

mod

ify

thei

r ap

proa

ch to

the

task

on

a su

bseq

uent

occa

sion

.

com

mun

icat

ion

proc

esse

s.

7"

2 6

197

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Four

teen

: Bui

ldin

g a

Bet

ter

Tow

erG

rade

7C

ours

eSc

ienc

e

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

T=

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Atti

tude

s:1,

2, 3

, 4, 6

The

pur

pose

and

pro

cedu

res

For

each

gro

up o

f th

ree

Skill

s:,

la, l

b, 2

a, 2

b,of

this

less

on a

re s

imila

r to

stud

ents

:3a

, 3b,

4a,

4b

thos

e of

Les

son

One

:30

pap

er-c

lips

Con

cept

s: id

, 3a,

3b,

stud

ents

will

wor

k in

the

sam

e gr

oups

of

thre

e an

d us

eth

e sa

me

mat

eria

ls to

cons

truc

t a to

wer

. How

ever

,in

this

less

on, t

he ta

sk w

ill b

em

ore

chal

leng

ing.

The

obje

ctiv

e is

to e

stab

lish

apr

oble

m-s

olvi

ng s

ituat

ion

inw

hich

stu

dent

s w

ill b

e ca

lled

upon

to a

pply

man

y of

the

conc

epts

they

hav

e le

arne

dth

at r

elat

e to

str

uctu

res

and

desi

gn.

30 s

trai

ght p

ins

1 sp

ool o

f th

read

20 p

last

ic s

traw

s la

rge

enou

gh in

dia

met

erto

hol

d a

pape

r-cl

ipse

cure

ly

4a. 4

c. 4

d,4f

. 4g,

4h,

4i

The

tow

ers

will

be

eval

uate

dag

ains

t a m

ore

rigo

rous

set

of

crite

ria

this

tim

e. A

s be

fore

,th

e to

wer

mus

t be

the

talle

stpo

ssib

le f

ree-

stan

ding

stru

ctur

e, b

ut in

add

ition

, it

mus

t sup

port

a w

eigh

t of

200

gram

s at

20

cent

imet

res

abov

e th

e su

rfac

e of

the

test

tabl

e. O

ther

cri

teri

a fo

rev

alua

ting

the

wor

k w

ill b

ees

tabl

ishe

d by

the

teac

her

and

stud

ents

.St

uden

ts a

ssis

t in

deve

lopi

ngcr

iteri

a fo

r th

e ev

alua

tion

ofIn

trod

uce

the

prob

lem

. Ask

thei

r to

wer

s.st

uden

ts to

sug

gest

oth

ercr

iteri

a, in

add

ition

to th

elo

ad-b

eari

ng s

peci

fica

tion

men

tione

d ab

ove,

for

the

One

Gra

de 7

cla

sssu

gges

ted

the

follo

win

gcr

iteri

a fo

r ev

alua

ting

the

tow

ers:

str

engt

h (s

uppo

rts

200

gram

s)-2

5 m

arks

;he

ight

-5 m

arks

:

128

7712

9

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Four

teen

: (C

ont'd

)G

rade

7C

ours

eSc

ienc

e

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

eval

uatio

n of

the

tow

ers

and

appe

aran

ce-1

0 m

arks

:al

so o

f th

e pl

anni

ng p

roce

ss.

orga

niza

tioi a

nd e

ffor

t of

the

grou

p-10

mar

ksR

emin

d st

uden

ts o

f th

ese

othe

r sp

ecif

icat

ions

for

the

tow

er:

1)It

mus

t be

self

-sup

port

ing,

not t

aped

, tie

d or

clip

ped

to a

nyth

ing

else

.

2) I

t mus

t be

cons

truc

ted

only

fro

m th

e m

ater

ials

prov

ided

.

3) I

t mus

t be

brou

ght t

o th

ete

st ta

ble

for

the

load

-bea

ring

test

.

Bef

ore

stud

ents

beg

in to

pla

nth

e to

wer

s, s

how

them

how

toco

nstr

uct r

igid

and

mob

ilejo

ints

usi

ng s

traw

s an

dpa

per-

clip

s. T

hey

mig

ht a

lso

mak

e a

list o

f ke

y w

ords

tore

min

d th

em o

f im

port

ant

idea

s th

at r

elat

e to

Scie

nce

Dir

ectio

ns,

Wile

y, p

age

132.

Stud

ents

exa

min

e th

e en

trie

sst

ruct

ures

and

des

ign.

The

yth

ey h

ave

mad

e in

thei

rsh

ould

exa

min

e th

e jo

urna

ljo

urna

ls a

nd c

onsi

der

how

entr

ies

that

they

hav

eth

ey c

an im

prov

e bo

th th

ew

ritte

n, b

egin

ning

with

the

desi

gn o

f th

e to

wer

they

bui

lten

try

for

Les

son

One

, whe

rein

Les

son

One

and

the

they

ske

tche

d th

eir

prev

ious

plan

ning

pro

cess

.de

sign

s an

d co

nsid

ered

how

they

mig

ht im

prov

e bo

th th

epr

oduc

t and

the

plan

ning

.

.

The

me

Stru

ctur

es a

nd D

esig

n

LE

SSO

N P

LA

N

Les

son

Four

teen

: (C

ont'd

)

Gra

de 7

Cou

rse

Scie

nce

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EI\

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Wor

king

in g

roup

s of

thre

e(t

he s

ame

grou

ps a

s in

Les

son

One

), s

tude

nts

plan

and

cons

truc

t the

ir to

wer

s, u

sing

only

the

mat

eria

ls p

rovi

ded.

The

gro

ups

brin

g th

eir

tow

ers

to a

test

tabl

e to

dem

onst

rate

that

they

are

fre

e-st

andi

ngan

d ca

pabl

e of

bea

ring

the

requ

ired

load

of

200

gram

s.20

cen

timet

res

abov

e th

esu

rfac

e of

the

tabl

e w

ithou

tbe

ndin

g or

col

laps

ing.

Stud

ents

par

ticip

ate

in te

stin

gan

d ev

alua

ting

both

the

tow

ers

and

the

plan

ning

pro

cess

.

132

.410

1111

1111

IMIN

.

proc

ess.

Aud

iota

pe a

nd/o

r vi

deot

ape

the

wor

k of

stu

dent

s se

lect

edfo

r di

agno

stic

eva

luat

ion.

As

time

perm

its, r

ecor

dob

serv

atio

ns a

nd e

valu

atio

nsof

thei

r le

arni

ng a

ndco

mm

unic

atio

n pr

oces

ses,

usin

g th

e ob

serv

atio

n/pr

ofile

shee

t des

igne

d fo

r us

e w

ithgr

oups

.

Set a

tim

e lim

it fo

rco

mpl

etio

n of

the

tow

ers

(30-

40 m

inut

es m

ay b

ead

equa

te).

Prov

ide

wei

ghts

and

oth

erm

ater

ials

nec

essa

ry f

or th

ete

st a

nd d

emon

stra

te h

ow th

ete

st s

houl

d be

car

ried

out

topr

ovid

e a

cons

iste

nt, f

air

asse

ssm

ent (

or a

sk s

tude

nts

to s

ugge

st h

ow th

is c

ould

be

done

). T

est a

nd e

valu

ate

the

stre

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7

Student Materials

138

83

JOURNAL ENTRY

for Lesson One: Building a Tower

Include in your journal the sketch that you made of a design for the towerbefore you met with your group.

Describe how your group went about solving the problem of building the towerfrom the materials you were given. Use the questions and directions below asguidelines for what to include in your journal entry.

When your group was trying to choose a design for your tower, whatalternatives (different designs) did you consider?

Make a sketch of the tower that your group constructed.

Explain why you chose this design. Point out any specific features of thedesign that help to make the structure strong. Explain how they do this.

Describe the most difficult problem that you had in constructing your tower.Explain how you solved this problem. (If you couldn't solve the problem, tryto explain why you couldn't solve it.)

Describe three decisions you made (or three things you did) that worked outsuccessfully while you were building the tower.

If you could plan and construct another tower, what would you do differentlynext time?

139

84

TESTING THE STRENGTH OF MATERIALS,

A Squashing Materials to Test Their Compressive Strength

1. Before you begin this activity, write a definition for each of these words tomake sure that you understand their meaning:

compressioncompressive strength

2. Collect these materials for your group:force meterc-clampsugar cubeeraserspongechalk

3. Using the materials you have collected, design an experiment to test thecompressive strength of the sugar cube, eraser. sponge, and chalk.Before you carry out the experiment, do the following:

write a hypothesis explaining what you think will happen when you testthe compressive strength of the four materialsdescribe the procedure you will use to test your hypothesis

4. After you have carried out the experiment, rank the four materials fromgreatest to least compressive strength.

5. Think of three situations in which it would be important to use materialsthat have a high compressive strength.

a Pulling Materials Apart to Test Their Tensile Strength

1. Before you begin this activity, write a definition for each of these words tomake sure that you understand their meaning:

tensiontensile strength

14085

2. Collect these materials for your group:force meterstringthreadtissue paperbond paper

3. Using the materials you have collected, design an experiment to test thetensile strength of the string, thread, tissue paper, and bond paper.Before you carry out the experiment, do the following:

write a hypothesis explaining what you think will happen when you testthe tensile strength of the four materialsdescribe the procedure you will use to test your hypothesis

4. After you have carried out the experiment, rank the four materials fromgreatest to least tensile strength.

5. Think of three situations in which it would be important to use materialsthat have a high tensile strength.

141

86

JOURNAL WRITING ASSIGNMENT

for Lesson Seven: Strength of Materials

Think of an interesting structure that you would like to build for your own roomOR that you think a teenager of the year 2050 might have in his or her room.Make a preliminary sketch of the design of this structure.

Explain the function of the structure you have created and the relationshipbetween its function and its design.

Think about the materials you would use to build this structure. Explain howyour choice of materials for this structure has been influenced by factorssuch as:

compressive strengthtensile strengthpossibility of material failurecostappearanceenvironmental considerationssafety

As you work through the next few lessons, you will be asked to reexamine yourpreliminary design and choice of materials and to record any revisions to thesethat you would want to make as you learn more about structures and design.

14287

SHAPE AND STRENGTH

PART A

Problem

Which shape of beam can support the greatest load?

Materials

four pieces of paper or cardboard, 125 cm x 278 cmtapesmall containerseveral marblesbooks to act as a support

Procedure

1. Have each person in your group of four make one of the beams illustratedbelow. Each person should make a different beam so that you have fourdifferent shapes of beams to test.

15 cm-ori(

A

40 crn

10 cm 8 cm

A L ,J

2. Test the beams one at a time:

47.5 cm

15 cm

a. Make a simple bridge by placing the beam across two piles of books.b. Make a sketch of the end of the beam to illustrate its orientation: e.g.,

whether you have it on its wide edge CI or its narrow edge O.

c. Place a small container at the centre of the beam.d. Add marbles one at a time until the beam begins to bend.e. Record the number of marbles in the container in the centre of your

sketch.f. Change the orientation of the beam and repeat steps (b) to (e).

88 143

Observations

Use diagrams to rank the eight orientations of the four beams from strongest toweakest.

14489

SHAPE AND STRENGTH

PART B

Problem

Which shape of column can support the greatest load?

Materials

four pieces of paper or cardboard, 125 cm x 215 cmgluesmall containerseveral marbles

Procedure

1. Have each person in your group of four make one of the columns illustratedbelow. Each person should make a different column so that you have fourdifferent shapes of columns to test.

CM

25 cm

1,415.6 cm

90145

2. Test the columns one at a time:

a. Stand the column upright.b. Make a sketch of the end of the column to illustrate its shape; e.g., O.c. Place a small container on top of the column.d. Add marbles one at a time until the column falls over or begins to bend.e. Record the number of marbles in the container in the centre of your

sketch.f. Repeat steps (a) to (e) with the other columns.

Observations

Use diagrams to rank the four columns from strongest to weakest.

Extension

Can you explain why columns and beams are not always made using thestrongest shape? (You may find a helpful clue on page 116 of your textbook.Read pages 117-118, too, to find out more about columns, some problems withtheir use in buildings, and a solution people have devised to solve theseproblems.)

14691

CIRCLES OF KNOWLEDGE

TASK ONE

This task has two parts.

1. Preview the section of your textbook indicated under Preview and answerthe questions that follow.

2. With your group, follow the directions under Group Activity so that you willbe prepared to explain to other students the important ideas in this sectionof your textbook.

A Preview

Preview pages 119-121 of your textbook, beginning with Activity 2-16, ACase Study: Just an Ordinary Bridge.

On a separate sheet of paper, write answers for the following questions.

1. What did you examine in your preview? (Make a list.)2. What predictions did you make about what you would learn when you read

this information?3. After you read the main headings and subheadings, what questions did

you pose to establish a purpose for your reading?

B. Group Activity

1. Identify any important words in this section that have special meaningsin science and be prepared to explain their meanings to other students.

2. Prepare answers to questions 1-5 under Finding Out and question 6under Finding Out More on page 121 so that you can explain these toother students.

3. Examine the designs for fixed and movable bridges on the sheetdistributed to you:

a. Identify some bridges in the area where you live. Make a sketch of thebridges and label each to show what kind of bridge it is. Explain whyyou think this particular design was chosen for the bridge. Share thisinformation with other students.

14792

b. Pick one of the bridges that you think should be photographed andincluded in tourist information about the area where you live. Explainwhy you have selected this bridge. Share this information with otherstudents.

E. Make up two questions that you could ask other students to find out howeffectively you have communicated the most important ideas in yourpresentation to them.

148

93


TASK TWO




A. Preview

Preview pages 122-125 of your textbook, beginning with MakingConnections and including questions 5, 6. and 7 under Checkpoint onpage 125.


1. What did you examine in your preview? (Make a list)2. What predictions did you make about what you would learn when you read



B. Group Activity


2. Do Activity 2-17 so that you can explain the problem, the procedure youfollowed, the prediction you made, how you tested it, and which designsproduced the strongest joints.

3. Prepare answers to questions 5, 6, and 7 under Checkpoint on page 125so that you can explain these to other students.

4. Make up two questions that you could ask other students to find out howeffectively you have communicated the most important ideas in yourpresentation to them.

14994


TASK THREE



2. With your group. follow the directions under Group Activity so that you willbe prepared to explain to other students the important ideas in this sectionof your textbook.

A. Preview

Preview pages 126-127 of your textbook, beginning with Science andTechnology in Society.





B. Group Activity

1. Identify any important words in this section that have special meaningsin science and be prepared to explain theii meanings to other students.

2. Carry out the activities described in 1 and 2 and answer questions 3, 4,and 5 under Think About It on page 127 so that you can explain these toother students. (You might demonstrate 1 and 2 for other students orhave them try a few of these tasks themselves.)

3. Use the reference section of your library to find out about the followingtopics. Make notes so that you can share the information with otherstudents.

150

95

a. The Canadarm of the Space ShuttleWho invented the Canadarm?What is it used for?How does it work? (A sketch or a picture in a book borrowed fromthe library may help you explain this to other students.)Compare the design and function of the artificial hand with thedesign and function of the Canadarm.

b. Thalidomide babiesWhat caused these babies to be born without lirr -,?Why do you think some of these people have rejected the use ofartificial limbs?Some of these people have petitioned the Canadian government forcompensation. Find out what they are asking for and the argumentsthey have presented to support their claim. Would you support theirclaim?

4. Make up two questions that you could ask other students to find out howeffectively you have communicated the most important ideas to them.

151

96


TASK FOUR




A. Preview

Preview pages 128-131 of your textbook, beginning with Putting It AllTogether.





B. Group Activity


2. Carry out Activity 2-18 and answer questior 1 and 2 under Finding Outon page 129 so that you can explain to ot:.,. .idents the problem youinvestigated, the procedures you followed, aria your answers to thequestions.

971 5 2

3. Examine the photographs on pages 130-131. Be prepared to explain toother students:

a. the relationship between domes and arches.b. the advantages of a dome design, andc. the problem with a dome design and how this problem can be

solved.


1.53

98


TASK FIVE

This task has two parts:


2. With your group, follow the directions under Group Activity so that you willbe prepared to explain to other students the important ideas in this sectionof your text book.

A. Preview

Preview pages 133-135 of your textbook, beginning with Building inSpace.





B. Group Activity


2. Make a list of all the ways in which the environments of space andunderwater are similar. Make a list of all the needs that astronauts anddeepsea divers have in common. Explain these similarities to otherstudents.

3. Do Activity 2-20. Make a sketch that you can show to other students andbe prepared to explain your design and how your space station meets therequirements of the environment that you have selected.


9j 5 4

JOURNAL ENTRY

for Lesson Fourteen: Building a Better Tower

Describe how your group went about solving the problem of building the towerfrom the materials you were given. Use the questions and directions below asguidelines for what to include in your journal entry:

When your group was trying to choose a design for your tower, whatalternatives (different designs) did you consider?

Make a sketch of the tower you constructed.

Explain why you chose this design. Point out any specific features of thedesign that help to make the structure strong. Explain how they do this.(Use the words that you have learned during this unit to talk about structuresand design, such as compressive strength, tensile strength, triangle, brace,rigid joint, mobile joint.)

Describe the most difficult problem that you had in constructing your tower.Explain how you solved this problem. (If you couldn't solve the problem, tryto explain why you couldn't solve it.)

Describe three decisions you made (or three things you did) that worked outsuccessfully while you were building the tower.

If you could plan and construct another tower. what would you do differentlynext time?

155

100

Science 14Household Science: Acids and Bases

An examination ofacids and bases incommon householdsubstances and safeprocedures for theirhandling and storage

Lesson Summaries

In this Diagnostic Teaching Unit, students willinvestigate the nature of acids and bases as part oftheir study of household science. They will learnhow to identify acids and bases in commonhousehold substances, how to predict and usereactions of acids and bases, and how to handle andstore acids and bases safely.

There are seven lessons in this unit. The term"lesson" refers to a group of related activities thatmay require more than one class period to complete.Some may require less than one class period. Threeoptions are offered for Lesson Seven. whichculminates the unit. You may wish to adapt thelessons according to the needs of your students andthe availability of resources. A brief summary of thelessons follows.

Lesson One: "Introduction" is intended to arousestudents' interest in the unit. The activities invitethem to explore prior knowledge and experiencerelated to the safe handling of acids. Students alsopractice appropriate prereading strategies, smallgroup discussion skills, and self-evaluation of theirindividual and group work.

Lesson Two: "Common Household Acids and Bases"involves students in an examination of acids andbases commonly used in their homes. Studentspractice appropriate prereading strategies and smallgroup collaboration and discussion skills. They beginto formulate and answer their own questions relatedto what they are learning. They also practice the useof writing to learn.

Lesson Three: "Investigating Acidic and BasicHousehold Substances" introduces students to thelitmus test, a scientific method used to safely testsubstances for the presence of acids and bases.Students practise recording observations andconclusions. They also practice skills in previewingand summarizing reading materials, carrying outinvestigations, asking appropriate questions, andwriting to learn.

Lesson Four: 'Testing Acids and Bases Using pHMeter/Paper and Natural Indicators" involves

101 156

students in the selection and answering of questionsthey have posed related to the activities of theprevious lesson. They learn two methods (the use ofa pH meter or paper and the use of naturalindicators) to test the strength of acids and bases.They also practise appropriate prereading, reading.and recording strategies. As iell, they useimaginative writing to explore and extend theirlearning.

Lesson Five: "Review Test and HomeworkAssignment Follow-Up" challenges students todemonstrate their learning by answering questionsthey have previously set for themselves. They alsoestablish criteria for evaluating the journal entriesthey wrote at the culmination of the previous lesson.They select questions from their journal entries topresent to the class for discussion.

Lesson Six: "General Properties of Acids and Bases"involves students in investigating the chemicalactivity of acids and bases. They practice skills inpreviewing a text, and in recording procedures andobservations. The also consider the practicalapplication of the chemical reaction they haveproduced.

Lesson Seven: "Culminating Activity" provides threealternative activities each of which challengesstudents to apply their understanding of acids andbases in the creation of an original communicationfor a public audience. Students develop theirknowledge and skills in language use, research,prereading strategies, prewriting strategies, andpostwriting strategies. They also developknowledge, skills, attitudes. and habits related to theworld of work.

157102

SCIENCE 14

HOUSEHOLD SCIENCE:ACIDS AND BASES

103 15s

Acknowledgments

Unit Developers: Joyce AndruchowCounty of Smoky Lake #13

Charmaine HoweEdmonton School District #7

Allison KerrEdmonton School District #7

Alex MackintoshCounty of Strathcona #20

Rob SmithCounty of Parkland #31

Dean ThronessCounty of Parkland #31

104

159

UNIT PLAN

THEME HOU ehold Science. Acids and BasesFOCUS 4 I .111. .1/ I" 11-11 -111.1111 II -- I $019-

PROCESSES


ACTIVITIES

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Lesson One: OBSERVATION! and 1. Students participate in a prereading discussion, read anarticle related to the topic of the unit, and participate in asmall group discussion of the article and of their ownexperiences with acids and bases.

2. Group leaders present their group's responses to discussionquestions.

3. Students evaluate their own participation in the smallgroup discussion.

Introduction EVALUATION ofselected students'learning andCommunicationprocesses in theirdiscussion.



x xi X

I

l

Lesson TWQ: 1. Students list common household materials that may containacids and bases.

. Students work in pairs, reading an article and answeringquestions based on their reading to extend their knowledgeof acids and bases in household substances and of safehandling practices related to these.

3. Students share their responses to questions with the class.4. Students pose questions arising from the learning activities

of the unit up to this point. They select those for furtherdiscussion and research, participate in answering thequestions. and make an individual record of the questionsand answers in their journals.

OBSERVATION andCommonHouseholdAcids andBases

EVALUATION I ofselected students'le andCommunicationprocesses In theirdiscussion, answeringquestions related tothe article, and journalwrng.

X indicates aprocessemphasized inthe lesson


xxI xv

I

ONGOING ACTIVITIES Students will formulate their own questions related to the learning activities ofthe unit. They will participate in developing answers to these questions and will record both questions andanswers in an ongoing journal.

106 160


Grade 10 Course Science 14


STRANDS

PROGRAMOBJECTIVES*

MATERIALS

INDIV10UAL

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VVV To stimulate interest in the topic ofthis unit.

To explore students' prior knowledgeand experience related to the topic ofthis unit.

Specific Learner Expectations:

The Foul Case of the Acid Bath Murder,"attached to the lesson plans.

SMALL GROUP DISCUSSION QUESTIONSfor 'The Foul Case of the Acid Bath ,Murder."

( attached to the lesson plans.



"Group Effectiveness Appraisal Form" inScience 14/24 Teacher Resource Manual

Attitudes: 2, 4Skills: 11


To practise small group discussionskills.

To practise self-evaluation ofindividual and group achievement insmall group activities.

page 67.

fr' Specific Learner Expectations: Article 10.2, "Common Sense with Acids andBases" in Applied Science I, Copp ClarkPitman Ltd.. pages 115-116.


Tape recorder(s)Audiotape(s)

Attitudes: 1, 2, 4Skills: 6, 11Concepts: 2.1, 5.1. 5.3, 9.1, 9.2, 9.4


To practise small group discussion andcollaborative learning skills.

To practise using written language tolearn.

*SPECIFIC LEARNER EXPECTATIONS have been drawn from the Program of Studies for Science 14/24 asreplicated in the acienceJA/241eagherEcagurct manual, pages 172 to 174. Other objectives have also beendrawn from this source.

107161

THEME andFOCUS

UNIT PLAN

4 . . . f I I . I' f ef

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DIAGNOSTICEVALUATIONPROCEDURES r

ACTIVITIES

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Lesson Three: 'OBSERVATION] and'EVALUATION Inf

1. Students suggest ways of testing to identify sugar and salt.2. Students explain why a taste test would not be advisable to

distinguish between acids and bases.3. Students observe a teacher demonstration of the litmus

test, discuss observations and interpretations. and recordthese on a chart.

4. Students preview the relevant sections of their textbook.5. In pairs, students carry out the litmus test, using a variety

of substances. They record observations andinterpretations.

6. In pairs, student discuss and answer textbook questionsrelated to the lab.

7. Students write individual journal entries about theactivities of this lesson and formulate questions to extendtheir learning.

InvestigatingAcidic andBasicHouseholdSubstances

Selected students'1Parn*:e.11d :communication.processes in their labwork. 'discussions.answers to questions,and journal writing.



x x I x

Lesson Four: OBSERVATION] and 1. Students share the journal entries written for Lesson Three.2. Students participate in selecting questions from those

generated in journal writing and in formulating answers tothese. They record both questions and answers in theirjournals.

3. Student observe a teacher demonstration of the pH test andsuggest an appropriate format for recording observationsand interpretations.

4. In pairs, students carry out the pH test on a variety ofmaterials that they have brought to class.

5. Students preview the relevant sections of their textbook.6. Students observe a teacher demonstration of the procedure

and method of recording observations for the naturalindicators lab.

7. In pairs. students carry out the lab using some of the samematerials as in the previous lab. They record observationsand answer related textbook questions.

8. Students write individual journal entries in an imaginaryrole related to the activities of this lesson and formulatequestions to extend their learning.

Testing Acidsand BasesUsing pHMeter/Paperand NaturalIndicatorsx indicates aprocessemphasized inthe lessonfri indicates aprocess used inthe lesson

EVALUATION] of selectedstudente.learning and.comrrInlication processes

. in th:cirl4b-Vork and.Oirfnal:Writirig..:..;..-Student' :.-: ...SELF.t,EVALUATIONErndPEEREVALUAlidIsi oflearning.and.: ......-*iiirjuliicatibil Oxessesin their Work duringLesson One to RAW:discussions. lab work,answers:to questions,and journal writing.

1. v ix x ICONPERDICINGf withindividual students tosham observations oftheir learning andcommunicationprocesses.


108 162


Grade 10 Course Science_ 14


STRAND.

PROGRAMOBJECTIVES* MATERIALS

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V ."6" S ecific Learner Expectations: Chapter 4: "Acids and Bases" in G. Hutton,Household Science. Globe/ModernCurriculum Press.(Specific materials for this lab are listed inthe lesson plan.)

Table headed Investigating Acidic and BasicHousehold Substances, attached to thelesson plans.

JOURNAL ENTRY for Chapter 4: Acids andBasesInvestigating Acidic and BasicReactions in Common HouseholdSubstances, attached to the lesson plans.



Attitudes: 1, 2, 4Skills: 2. 3, 4, 5, 6, 8, 11Concepts: 2.1, 2.2, 2.3, 2.4, 5.1. 5.2,

5.3

To practise appropriate previewingstrategies when reading a text.

To practise using written language forlearning.

Specific Learner Expectations: (Specific materials for the first lab are listedin the lesson plan.)

Lab 10: "Natural Indicators" in AppliedScience I. Copp Clark Pitman Ltd., pages133-135.(Specific materials for this second lab arelisted in the lesson plan.)

JOURNAL ENTRY for Lab 10: NaturalIndicators, attached to the lesson plans.

OBSERVATION/PROFILE sheets designedfor use with groups.Tape recorderVideo cameraAudiotapeVideotapeSELF-EVALUATION PROFILE SHEETSPEER EVALUATION PROFILE SHEETS

Attitudes: 1

Skills: 1, 2, 3. 4, 6, 7, 8Concepts: 2.3, 3.3, 5.2

To practise appropriate previewingstrategies.

To practise using written language forlearning.

*SPECIFIC LEARNER EXPECTATIONS have been drawn from the Program of Studies for Science 14/24 asreplicated in the Science 0/21Te.gghtERtsoureQManlia1, pages 172 to 174. Other objectives have also beendrawn from this source.

109163

THEME Household Science. Acids and BasesFOCUS Acids ar

UNIT PLAN

.11 11" O'I "s .94 I- Of ID ""4 f- feu-

PROCESSES


ACTIVITIES

EJrPLilo:1ATRINNNZT000I

NIARAATNI

kWItPNTitHAOICNNO0

Aill0 1

I I

0

IT

RIY4

Lesson Five: 1. Students write individual answers to questions selected bythe teacher for the review test.

2. Students and teacher develop criteria for selecting the bestjournal entries from those written in response to theassignment for the previous lesson.

3. In small groups, students read, discuss, and select the bestentry from a selection of journals.

4. The journal entries selected by students are shared withthe class. The students explain how the selected journalentries meet the criteria established and suggest how theycould be improved.

5. Students and teacher select questions from the journalentries to be answered. They participate in answering thesequestions, and record both questions and answers,individually, in ti.!eir journals.

OBSERVATION andReview Test andHomework

signmentFollow-Up

EVALUATION of :-.::selected. students' ..:learatrik.:-and-..communicationprocesses in their testanswers, discussion,and journal writing.

X indicates aprocessemphasized inthe lessonV indicates aprocess used inthe lesson

x x x x

sson Six: OBSERVATIONland 1. Students review the expectations for their work indicated inthe criteria and questions for self-evaluation.

2. Students preview the text and answer questions orally or inwriting, individually or in pairs.

3. Students prepare a chart to record chemicals used andobservations made as they carry out experiments.

4. In groups of two, students carry out the experiments, recordchemicals used and observations, and prepare writtenanswers for questions under "What Happened?" in thetextbook.

5. Students complete the "Group Effectiveness Appraisal Form"to evaluate their work during this lab.

6. Students report on their observations during theexperiments and share their answers to questions under'What Happened?" in the textbook. They might also reporton problems they encountered in carrying out theexperiments, how they solved these, and/or why they thinkthey were unable to solve them.

7. Students suggest questions arising from these experimentsand the discussion above, help to formulate answers, andrecord these in their journals.

GeneralProperties of

ids andBases

EVALUATION lofstudents'jab

selectedwe, rk, .reading:

answers to questions,diSCuSSAOTIS. andJOurl4a1*.lit4Pg7::.

X indicates aprocessemphasized inthe lessonV indicates aprocess used inthe lesson

vviet,e6/

ONGOING ACTIVITIES Students will formulate their own questions related to the learning activities ofthe unit. They will participate in develop ig answers to these questions and will record both questions andanswers in an ongoing journal.

o 1 64

(EVALUATING STUDENTS' LEARNING AND COMMUNICATION PROCESSES:


CLASSROOMORGANIZATIOP

wrgAND

PROGRAMOBJECTIVES*

MATERIALS

IrinuanRr.DIV/0UAL

P

IR L

A

LIC0R0UP

W

0L

CLA

RWOVt.DIINNCN0

IT

0

AL

0III&

I

IVI

CI

VVVVV Specific Learner Expectations: Review test based on a selection of questionsfrom those which students have helped toformulate and answer.

Students' journals



Attitudes: 1, 2. 4Skills: 2, 3, 4. 5, 6, 8, 11Concepts: 2.1, 2.2, 2.3, 2.4, 5.1, 5.2.

5.3. 9.1, 9.2. 9.4

(The above will depend upon specificquestions selected for the review test.)

To apply appropriate criteria to"writing to learn": to understand itspurpose and value to their learningprocesses through the sharing.evaluation, and discussion of thiswriting.

To practise using writing to learn.

I V VvVV Specific Learner Expectations: Lab 10.6: "General properties of acids andbases" in Applied Science I, Copp ClarkPitman Ltd., pages 124-126.(Specific materials for this lab are listed inthe lesson plan.)

"Group Effectiveness Appraisal Form" inScience 14/24 Teacher Resource Manual

Attitudes: 1, 2, 4, 5Skills: 1, 2, 3, 4, 6. 7, 11Concepts: 2.1, 2.2, 2.3, 2.4, 5.3


'I'c practise self-evaluation of individualand group achievement in collaborativelearning activities.

To practise using oral and writtenlanguage for learning.

page 57.


MNANNIMON.. .m..

*SPECIFIC LEARNER EXPECTATIONS have been drawn from the Program of Studies for Science 14/24 asreplicated in the Science liaileachezaeDource Manual, pages 172 to 174. Other objectives have also beendrawn trom this source.

UNIT PLAN

THEME Household Science: Acids and BasesFOCUS _Acids and bases_can_be identified and the . ons observed in the home.

PROCESSESN I I PC1 Ai SiADINI130RA P NROAT IAI T R TTNRAOII ICRN N Z T IO 0 I I NN NG

G G

Lesson Seven:CulminatingActivityAlternative One(Poster)X indicates aprocessemphasized inthe lesson


x X Xx


ILOBSERVATIONI andEVALUATION 1 ofselected students'learning andcommunicationprocesses as they draft,edit and proofread. andprepare final drafts oftheir workCREATION OFINDIVIDUALiir.ITIDEZIZEWEILES_learning andcommunication

ocesses.NFRFNCING !with

individual students toshare profiles and setgoals to help thembecome independentlearners.

ACTIVITIES

1. Students write individual answer. a) questions selected bythe teacher for the review test.

2. Students participate in prewriting activities to prepare themfor the writing related to the poster assignment.

3. Individually or in pairs, students prepare a draft of theassignment.

4. Students edit and proofread each other's drafts and makesuggestions for revisions and corrections.

5. Students evaluate the work of their peers.6. Students publish and celebrate their work.


1121E6


Grade lo Course Science 14


TRAND

I PIS P1 AHOYN A I If H ERR ID IIA 0 A I AKI RLLKI. DTLWII 1

PROGRAMOBJECTIVES*

MATERIALSI N N C N0 1 G C 0 0 0 0U ; R L MA

1 4:IS

: P

V IV V V IV V V Bpecific Learner Expec_tations: Review test based on a selection of questionsfrom those that students have helped toformulate and answer.Attitudes: 1, 2, 4

Skills: 5. 11Concepts: 2.1. 2.2. 2.3, 5.1. 5.3, 9.1,

9.2. 9.3, 9.4 DESIGNING A POSTER TO PROMOTE

,

1


SAFETY WITH ACIDS AND BASES, attachedto the lesson plans.

To develop competencies in reading.writing, speaking, listening, andviewing,

A variety of posters designed for audiencesranging in age from kindergarten children toadults. Any acceptable subject would beappropriate as examples. Students could beasked to provide some posters for discussion

To develop the learning skills offinding, organizing, analysing, andapplying information in a constructivemanner.

Conventional HAZARD SYMBOLS, and otherkinds of symbols, such as those found inairports. on laundry instructions, etc. wouldalso be appropriate.

To acquire knowledge and developskills. attitudes, and habits requiredto respond to the opportunities andexpectations of the world of work.

Scrap paperlarge size if possible.

OBSERVATION/PROFILE sheet designed foruse with groups (or individuals).

To practise appropriate prewritingstrategies. Tape reeorder(s)

Audiotape(s)To practise appropriate postwriting

I

(editing and revising, proofreading.and correcting) strategies.

CRITERIA FOR EVALUATING POSTERS.attached to the lesson plans.

Poster paper for final draft work.

DESCRIPTIVE SCALESOBSERVATION/PROFILE SHEET for each

SELF-EVALUATION PROFILE SHEETSPEER EVALUATION PROFILE SHEETSSUMMARY AND GOALS FORIMPROVEMENT completed by each student.

'SPECIFIC LEARNER EXPECTATIONS have been drawn from the Program of Studies for Science 14/24 asreplicated in the 5cierleg 14/24 Teacher Resource Manual, pages 172 to 174. Other objectives have also beendrawn from this source.

111 67

UNIT PLAN

THEME Household Science: Acids and BasesFOCUS Acids and bases can he identified and their reactions observedin the home.

PROCESSES


ACTIVITIES

aPRAPLROAOAIIN000IIN

/IIIALIII

TrIll0IIN N

RAM

TRICZ

NNO00

SSN

T

T

O

IT

RI

Lesson Seven: 1. Students write individual answers to questions selected byatS-ERVATIOIC andCulminating EVALUATIONlof selected the teacher for the review test.Activity students' learning and 2. Students participate in prewriting activities to prepare themAlternative Two communication for the writing related to the television storyboard(TelevisionStoryboard)

processes as they draft,edit and proofread, and

assignment.3. Individually or in pairs. students prepare a draft of the

x indicates a prepare final drafts of assignment.process their work. 4. Students edit and proofread each other's drafts and makeemphasized in CREATION OF suggestions for revisions and corrections.the lesson INDIVIDUAL 5. Students evaluate the work of their peers.

Indicates aprocess used inthe lesson

STUDENT PROFILES of 6. Students publish and celebrate their work.learning andcommunication

vi xxx x ressesONFERENCINGiwithindividual students toshare profiles and setgoals to help thembecome independentlearners.





STRANDS

RAMPROGRAMOBJECTIVES*

MATERIALS

,

/NDIV1

14

A

PA1m

81Wit I 11AIOL1LI. I tRI 1 to 1 AU I 11pi 8

READT1INNCN0

WIOIVRI R1 A

LW1

0 V:15

IE

I

0

V 6" V!V VI/ IV

1

I

i

;

I

V Specific Learner Expectations: Review test based on a selection of questions fromthose which students have helped to formulateand answer.

DESIGNING A TELEVISION AD TO HELPVIEWERS UNDERSTAND ACIDS AND BASES INEVERYDAY ACTIVITIES, attached to the lessonplans.

USING THE TELEVISION STORYBOARD FORMATand the storyboard format on8.5 x 14 inch paper, attached to the lesson plans.

TERMS USED BY SCRIPTWRITERS AND CAMEOPERATORS, attached to the lesson plans.

Any promotional ad videotaped from televisioncould be used as an example. Those promotingsafe driving or a responsible approach to theconsumption of alcohol might provide goodmodels and serve a dual purpose.

Conventional HAZARD SYMBOLS, and otherkinds of symbols. such as those found in airports,on laundry instructions, etc., would also serve thepurpose.

OBSERVATION/PROFILE sheet designed for usewith groups.


TELEVISION A DS: CRITERIA FOR EVALUATINGSTORYBOARDS, attached to the lesson plans.

DESCRIPTIVE SCALESOBSERVATION /PROFILE SHEET for each studentSELF-EVALUATION PROFILE SHEETSPEER EVALUATION PROFILE SHEla'SSUMMARY AND GOALS FOR IMPROVEMENTcompleted by each student. .

Attitudes: 1, 2. 4. 5Skills: 5. 11Concepts: 2.1, 2.2, 2.3, 2.4. 5.1, 5.3


To develop competencies in reading.writing, speaking, listening, andviewing.

To develop the learning skills offinding, organizing. analysing. andapplying information in a constructivemanner.

To acquire knowledge and developskills, attitudes, and habits requiredto respond to the opportunities andexpectations of the world of work.

To practise appropriate prewritingstrategies.

To practise appropriate postwriting(editing and revising, proofreading.and correcting) strategies.

*SPECIFIC LEARNER EXPECTATIONS have been drawn from the Program of Studies for Science 14/24 asreplicated in the Science 14/24. Teachernual, pages 172 to 174. Other objectives have also beendrawn from this source.

115

169

THEME Household Scienee Acids and BasesFOCUS I .11

UNIT PLAN

.1 I '6 ill 11- oo elk ' -O 0' 'Off"

PROCESSESE NT EAUX ANIIIS 0P RAPSNL ROAT I

TO A I THTR TNHAOI II ICEN NNZT IO 00 II 14N NO

O 0


ACTIVITIES

Lesson Seven:Culminating

tivityternativeree (Library

ResearchProject)X indicates aprocessemphasized inthe lesson


X

1OBSERVATIONt andIEVALUATION1of selectedsPidentar-learning andCommunicationProcesses.as they draft,edit and proofread. andprepare final drafts oftheir work.CREATION OFINDIVIDUALSTUDENT PROFILESlearning andcommunicationprocesses.ICONFERENCING withindividual students toshare profiles and setgoals to help thembecome independentlearners.

2.

3.

4.

5.6.

Students write individual answers to questions selected bythe teacher for the review test.Students participate in prewriting activities to prepare themfor the research and writing related to the assignment.Individually or in pairs. students carry out the researchand prepare a draft of the assignment.Students edit and proofread each other's drafts and makesuggestions for revisions and corrections.Students evaluate the work of their peers.Students publish and celebrate their work.

ONGOING ACTIVITIES Students will formulate heir own questions related to the learning activities ofthe unit. They will participate in developing answers to these questions and will record both questions andanswers in an ongoing journal.

11t'O




STRANDS

PROGRAM MATERIALS

INDI

PAIR

SMALLie

WH0L

REAZARDix

WORRT LW

VI

1

/ E PI c S OBJECTIVES*D 0 C 0 0 0 0U R L MA 0 A ML U

P S

6" 4" aleagic1&=LEaSSIaLaralAttitudes: 1, 2. 4, 5Sias: 5, 6, 11

Review test based on a selection of questionsfrom those that students have helped toformulate and answer.

Concepts: 2.1, 2.2. 2.3, 2.4, 5.1, 5.3

(The above will depend upon specificquestions selected for the review testand specific topics selected for libraryresearch projects.)

OBSERVATION /PROFILE sheet designed foruse with groups (or individuals).

Tape recorder (s)Audiotape (s)

To develop competencies in reading,writing, speaking, listening andviewing.

(For other materials, refer to the relevantparts of the Science 14/24 Teacher ResourceManual. identified in the lesson plan.)

To develop the learning skills offinding, organizing, analysing. andapplying information in a constructivemanner.

DESCRIPTIVE SCALESOBSERVATION/PROFILE SHEET for eachstudentSELF-EVALUATION PROFILE SHEETSPEER EVALUATION PROFILE SHEETS

To acquire knowledge and developskills, attitudes, and habits requiredto respond to the opportunities andexpectations of the world of work.

SUMMARY AND GOALS FORIMPROVEMENT completed by each student.

(For other objectives, refer to relevantparts of the Science 14/24 TeacherResource Manual, identified in thelesson plan.)

I

`SPECIFIC LEARNER EXPECTATIONS have been drawn from the Program of Studies for Science 14/24 asreplicated in the cience 14/24 'ocher Resource Manual, pages 172 to 174. Other objectives have also beendrawn from this source.

117

171

LE

SSO

N P

LA

N

Les

son

One

: Int

rodu

ctio

nT

hem

eH

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

de 1

0C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

stim

ulat

e in

tere

st in

the

topi

c of

this

uni

t.T

o ex

plor

e st

uden

ts'

prio

r kn

owle

dge

and

expe

rien

ce r

elat

ed to

the

topi

c of

this

uni

t.

Spec

ific

Lea

rner

Stud

ents

spe

cula

te a

bout

As

a pr

erea

ding

act

ivity

, ask

poss

ibili

ties

(exp

lori

ng r

elev

ant

stud

ents

if th

ey th

ink

it m

ight

back

grou

nd k

now

ledg

e,be

pos

sibl

e to

des

troy

all

narr

atin

g st

orie

s se

en, h

eard

,tr

aces

of

a bo

dy f

ollo

win

g a

or r

ead,

and

per

haps

mur

der.

Aft

er d

iscu

ssio

n, te

llim

agin

ing

othe

r po

ssib

ilitie

s).

stud

ents

that

the

artic

le th

eyw

ill b

e re

adin

g re

coun

ts th

est

ory

of a

mur

dere

r w

ho tr

ied

to d

o th

is.

Ass

ign

stud

ents

to g

roup

s of

four

for

the

post

read

ing

disc

ussi

on. Y

ou w

ill f

ind

itea

sier

to m

ake

diag

nost

icev

alua

tions

of

the

stud

ents

you

have

sel

ecte

d to

foc

us o

nif

you

ass

ign

thes

e st

uden

tsto

the

sam

e gr

oup,

use

the

obse

rvat

ion/

prof

ile s

heet

desi

gned

for

use

with

gro

ups,

and

audi

otap

e th

is g

roup

'sdi

scus

sion

. The

se p

roce

dure

sw

ill e

nabl

e yo

u to

gat

her

data

and

man

age

the

clas

s.

Stud

ents

dis

cuss

and

ans

wer

Ass

ign

a gr

oup

lead

er a

nd a

ques

tions

rel

ated

to th

e ar

ticle

reco

rder

in e

ach

grou

p.an

d to

thei

r ow

n ex

peri

ence

s.E

xpla

in th

e ro

les

of e

ach

inth

e di

scus

sion

. Em

phas

ize

the

impo

rtan

ce o

f ev

eryo

nepa

rtic

ipat

ing

to c

ontr

ibut

e to

the

grou

p's

lear

ning

.

The

Fou

l Cas

e of

the

Aci

d B

ath

Mur

der,

"at

tach

ed to

thes

e le

sson

s.

SMA

LL

GR

OU

PD

ISC

USS

ION

QU

EST

ION

S FO

R'T

he F

oul C

ase

of th

eA

cid

Bat

h M

urde

r,"

atta

ched

to th

ese

less

ons.

OB

SER

VA

TIO

N /P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erA

udio

tape

Exp

ecta

tions

:A

ttitu

des:

2, 4

Skill

s:11

To

prac

tise

appr

opri

ate

prer

eadi

ng s

trat

egie

s.

To

prac

tise

smal

l gro

updi

scus

sion

ski

lls.

119

17 3

LE

SSO

N P

LA

N

Les

son

One

: (C

ante

d)T

hem

e H

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

de 1

0C

ours

eSc

ienc

e 14

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

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ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

self

-eva

luat

ion

ofin

divi

dual

and

gro

upac

hiev

emen

t in

smal

lgr

oup

activ

ities

.

Mak

e ob

serv

atio

ns o

f se

lect

edst

uden

ts' l

earn

ing

and

com

mun

icat

ion

proc

esse

sw

hile

the

grou

ps d

iscu

ss a

ndan

swer

que

stio

ns.

Dir

ect c

lass

dis

cuss

ion.

Enc

oura

ge s

tude

nts

toG

roup

lead

ers

pres

ent t

heel

abor

ate

upon

res

pons

es,

grou

p's

resp

onse

s to

the

ask

ques

tions

of

othe

rdi

scus

sion

que

stio

ns.

grou

ps. e

tc.

Exp

lain

the

impo

rtan

ce to

the

stud

ents

them

selv

es a

nd to

Stud

ents

com

plet

eyo

u as

thei

r te

ache

r of

self

-eva

luat

ion

of th

eir

self

-eva

luat

ion

ofpa

rtic

ipat

ion

in th

e sm

all

part

icip

atio

n an

dgr

oup

disc

ussi

on.

achi

evem

ents

in s

mal

l gro

updi

scus

sion

s.

To

dem

onst

rate

the

effe

ct o

f an

aci

d, p

ut a

n an

imal

bon

e in

6M

HC

I fo

r a

wee

k. A

stu

dent

in a

foo

d pr

epar

atio

n cl

ass

mig

ht b

eas

ked

to o

btai

n th

e bo

ne.

175

"Gro

up E

ffec

tiven

ess

App

rais

al F

orm

" in

Scie

nce

14/2

4 T

each

erR

esou

rce

Man

ual,

page

67. (

You

may

wis

h to

subs

titut

e th

e w

ord

"tas

k" f

or "

proj

ect"

innu

mbe

rs 1

, 2 a

nd 4

unde

r "P

erso

nal

asse

ssm

ent a

ndob

serv

atio

ns."

)

119

174

The

me

LE

SSO

N P

LA

N

Les

son

Tw

o: C

omm

on H

ouse

hold

aci

ds a

nd B

ases

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Spec

ific

Lea

rner

The

tran

sitio

n to

this

less

onA

rtic

le 1

0.2,

"C

omm

onE

xpec

tatio

ns:

coul

d be

mad

e by

telli

ngSe

nse

with

Aci

ds a

ndA

ttitu

des:

1, 2

, 4st

uden

ts th

at w

here

as th

eI

Bas

es"

in A

pplie

dSk

ills:

6, 1

1ar

ticle

rea

d in

Les

son

One

Scie

nce

I. C

opp

Cla

rkC

once

pts:

2.1

, 5.1

, 5.3

,9.

1, 9

.2, 9

.4fo

cuse

s on

one

aci

d us

ed in

an u

nusu

al s

ituat

ion,

man

yco

mm

on a

cids

and

bas

es c

anbe

fou

nd in

thei

r ow

n ho

mes

.

Pitm

an L

td.,

page

s11

5-11

6.

Stud

ents

sug

gest

hou

seho

ldm

ater

ials

that

may

con

tain

acid

s an

d ba

ses.

Ask

the

stud

ents

if th

ey c

ansu

gges

t som

e of

thes

e. L

ist

thei

r su

gges

tions

on

the

chal

kboa

rd.

To

prac

tise

appr

opri

ate

prer

eadi

ng s

trat

egie

s.A

rtic

le 1

0.2

can

then

be

intr

oduc

ed a

s a

sour

ce o

fin

form

atio

n to

ext

end

thei

rlis

t of

acid

s an

d ba

ses

foun

d

Stud

ents

cou

ld v

iew

,di

scus

s, a

nd r

ecor

d id

eas

from

a f

ilm d

ealin

g w

ith th

edi

spos

al o

f ha

zard

ous

in th

e ho

me.

Ass

ign

stud

ents

was

tes,

suc

h as

"H

ouse

hold

OB

SER

VA

TIO

N /P

RO

FIL

3to

sm

all g

roup

s of

two

orH

azar

dous

Was

tesh

eet d

esig

ned

for

use

thre

e, g

roup

ing

thos

est

uden

ts to

geth

er w

ho h

ave

been

sel

ecte

d fo

r di

agno

stic

eval

uatio

n. U

se th

eob

serv

atio

n/pr

ofile

she

etde

sign

ed f

or g

roup

s an

dau

diot

ape

this

gro

up's

disc

ussi

on a

s th

ey a

nsw

erth

e qu

estio

ns f

cr A

rtic

le 1

0.2.

Man

agem

ent,"

Edm

onto

n:A

brax

as, 1

988.

with

gro

ups.

Tap

e re

cord

er (

s)A

udio

tape

(s)

120

176

177

The

me

Hou

seho

ldSc

ienc

e: A

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Tw

o: (

Con

t'd)

Gra

de io

Cou

rse

Scie

nce

14

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SO

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

C I

iliT

iT

To

prac

tise

smal

l gro

updi

scus

sion

and

colla

bora

tive

lear

ning

skill

s.

i

Stud

ents

wor

k in

sm

all g

roup

sIn

stru

ct th

e st

uden

ts to

of tw

o or

thre

e, d

iscu

ssin

g an

ddi

scus

s an

swer

s an

d pr

epar

epr

epar

ing

wri

tten

answ

ers

toon

e w

ritte

n co

py o

f th

equ

estio

ns 1

to 5

on

page

116

.an

swer

s fo

r th

eir

grou

p.T

hese

will

be

chec

ked

for

satis

fact

ory

com

plet

ion.

Mak

e di

agno

stic

cijS

mat

ions

of S

eleC

ted

sOde

n&le

vel o

fin

depe

nden

ce. I

nan

dO

cii1

pii4

iiiO

atiO

nS p

rOee

Sses

.as

they

',diS

etiS

S'an

d:44

*0 th

e'

..'..

-:'..

.:

Stud

ents

sha

re g

roup

Dir

ect d

iscu

ssio

n.re

spon

ses

to th

e qu

estio

nsw

ith th

e re

st o

f th

e cl

ass.

An

effe

ctiv

e st

rate

gy to

enc

oura

ge s

tude

nts'

act

ive

part

icip

atio

nin

thei

r ow

n le

arni

ng a

nd la

ngua

ge d

evel

opm

ent i

s to

invo

lve

the

stud

ents

in f

orm

ulat

ing

ques

tions

abo

ut w

hat t

hey

are

lear

ning

and

in d

evel

opin

g an

swer

s to

thos

e qu

estio

ns. T

he te

ache

r th

ense

lect

s qu

estio

ns f

rom

thos

e ge

nera

ted

by th

e st

uden

ts to

cons

truc

t a w

eekl

y re

view

test

. (Fo

r ex

ampl

es o

f qu

estio

nsSc

ienc

e 14

stu

dent

s po

sed

in r

elat

ion

to th

e le

arni

ng a

ctiv

ities

in th

is u

nit.

see

Han

dboo

k I:

Int

egra

ting

Eva

luat

ion

and

Inst

ruct

ion.

)

Thi

s ac

tivity

cou

ld b

e in

trod

uced

as

a cu

lmin

atio

n to

Les

son

Tw

o.

The

que

stio

n ty

pes

asso

ciat

ed w

ith B

loom

's T

axon

omy

and

with

"qua

ntity

," "

fore

cast

ing,

" an

d "p

oint

of

view

" qu

estio

ns (

see

Scie

nce

14/2

4 T

each

er R

esou

rce

Man

ual p

ages

70

and

71)

.

coul

d be

use

d as

mod

els

to e

ncou

rage

stu

dent

s to

for

mul

ate

178

121

179

LE

SSO

N P

LA

NL

esso

n T

wo:

(C

ont'd

)T

hem

e H

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

de 1

0C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

---

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

usin

gw

ritte

n la

ngua

ge to

lear

n.

Dis

cuss

the

impo

rtan

ce to

scie

nce

and

to le

arni

ng o

fpo

sing

que

stio

ns to

ext

end

wha

t is

know

n an

dSt

uden

ts s

ugge

st q

uest

ions

unde

rsto

od. A

sk s

tude

nts

toan

d th

en s

elec

t tho

se f

orbr

ains

torm

a li

st o

f qu

estio

nsdi

scus

sion

and

res

earc

h.th

at m

ight

be

aske

d on

the

basi

s of

wha

t the

y ha

vele

arne

d in

less

ons

One

and

Tw

o. H

ave

them

sel

ect t

wo

tofi

ve q

uest

ions

they

con

side

rm

ost i

mpo

rtan

t and

inte

rest

ing

from

the

list

gene

rate

d. D

iscu

ss h

owth

ese

ques

tions

mig

ht b

ean

swer

ed. (

Som

e m

ay b

ean

swer

ed o

n th

e ba

sis

ofw

hat t

he g

roup

kno

ws.

Oth

ers

may

lead

to s

peci

alre

sear

ch a

ctiv

ities

or

inqu

iry

thro

ugh

expe

rim

ents

the

stud

ents

des

ign

and

carr

you

t.)

Stud

ents

mak

e in

divi

dual

Follo

win

g di

scus

sion

,re

cord

s of

que

stio

ns a

ndst

uden

ts s

houl

d be

ask

ed to

answ

ers

in th

eir

jour

nals

.re

cord

the

ques

tions

sel

ecte

dan

d ke

ep a

wri

tten

acco

unt o

fth

eir

resp

onse

s to

thes

equ

estio

ns, i

n th

eir

own

wor

ds. i

n a

jour

nal.

Thi

s w

illen

able

stu

dent

s to

use

wri

tten

lang

uage

to le

arn

(see

Scie

nce

14/2

4 T

each

erR

esou

rce

Man

ual,

page

21)

.

129.

180

181

The

me

Hou

seho

ld S

cien

ce:

Aci

ds a

nd B

ases

LE

SSO

N P

LA

N

Les

son

Tw

o: (

Con

t'd)

Gra

de 1

0C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

It w

ill a

lso

enab

le y

ou to

eval

uate

the

stud

ents

lear

ning

and

com

mun

icat

ion

proc

esse

s. T

hrou

ghm

odel

ling,

con

fere

ncin

g, a

ndw

ritte

n re

spon

ses

to th

est

uden

ts' j

ourn

al w

ritin

g, y

ouca

n he

lp s

tude

nts

build

on

thei

r st

reng

ths

in th

epr

oces

ses

and

addr

ess

area

sw

here

they

nee

d to

dev

elop

grea

ter

inde

pend

ence

.

182

123

183

The

me

LE

SSO

N P

LA

N

Les

son

Thr

ee: I

nves

tigat

ing

Aci

dic

and

Bas

ic H

ouse

hold

Sub

stan

ces

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10

Cou

rse

Scie

nce

14

OB

JEC

Tri

TE

SPR

OC

ED

UR

ES

MA

TE

RIA

LS

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

Spec

ific

Lea

rner

To

help

stu

dent

s es

tabl

ish

Cha

pter

4: "

Aci

ds a

ndE

xpec

tatio

ns:

the

conn

ectio

n be

twee

n th

isle

sson

and

the

prev

ious

one

,em

phas

izin

g th

e ne

ed f

or s

afe

hand

ling

and

stor

age

of a

cids

and

base

s, p

repa

re tw

o

Bas

es"

in G

. Hut

ton,

Hou

seho

ld S

cien

ce,

Glo

be/M

oder

nC

urri

culu

m P

ress

.

Atti

tude

s:1,

2, 4

Skill

s: 2

. 3. 4

. 5, 6

, 8,

11 Con

cept

s: 2

.1, 2

.2, 2

.3.

2.4,

5.1

, 5.2

, 5.3

beak

ers,

one

con

tain

ing

salt

and

anot

her

cont

aini

ngsu

gar.

Als

o pr

epar

e tw

oso

lutio

ns, o

ne c

onta

inin

gvi

nega

r an

d th

e ot

her

amm

onia

.

I be

aker

con

tain

ing

suga

r

1 be

aker

con

tain

ing

salt

vine

gar

in s

olut

ion

Stud

ents

sug

gest

way

s of

Show

the

stud

ents

the

amm

onia

in s

olut

ion

test

ing

to id

entif

y su

gar

and

beak

ers

cont

aini

ng s

alt a

nd(N

.B. a

mm

onia

is a

salt.

suga

r. A

sk th

e st

uden

ts to

sugg

est h

ow th

ey c

ould

test

to f

ind

out w

hich

sub

stan

ceis

sug

ar a

nd w

hich

one

issa

lt.

stro

ng b

ase

and

will

blea

ch th

e lit

mus

whi

teif

it is

in to

o st

rong

aco

ncen

trat

ion)

litm

us p

aper

Show

the

stud

ents

the

two

solu

tions

con

tain

ing

vine

gar

and

amm

onia

. Exp

lain

that

one

cont

ains

an

acid

and

the

othe

r a

base

. Aci

ds ta

ste

sour

and

bas

es ta

ste

bitte

r.

dist

illed

wat

er

baki

ng s

oda

crea

m o

f ta

rtar

Stud

ents

exp

lain

why

a ta

ste

test

wou

ld n

ot b

e ad

visa

ble

toA

sk th

e st

uden

ts if

they

wou

ld r

ecom

men

d th

e sa

me

sour

milk

dist

ingu

ish

betw

een

acid

s an

dba

ses.

kind

of

tast

e te

st to

iden

tify

whi

ch s

olut

ion

cont

ains

an

acid

and

whi

ch o

ne a

bas

e.

citr

us f

ruit

juic

e

scoo

psW

hy o

r w

hy n

ot?

wat

ch g

lass

es

124

1 fe

d18

5

The

me

Hou

seho

ld S

cien

ce:

Aci

ds a

nd B

ases

LE

SSO

N P

LA

N

Les

son

Thr

ee: (

Con

t'd)

Gra

de io

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Stud

ents

obs

erve

the

dem

onst

ratio

n, d

iscu

ssob

serv

atio

ns a

ndin

terp

reta

tions

, and

rec

ord

thes

e on

the

tabl

e pr

ovid

ed.

Exp

lain

that

sci

entis

ts h

ave

devi

sed

a si

mpl

e. s

afe

test

todi

stin

guis

h be

twee

n ac

ids

and

base

s. E

xpla

in h

owlit

mus

pap

er is

use

d as

an

indi

cato

r of

aci

ds a

nd b

ases

.

Dis

trib

ute

the

tabl

e fo

rre

cord

ing

obse

rvat

ions

and

inte

rpre

tatio

ns o

f th

e lit

mus

test

. Dem

onst

rate

how

litm

us p

aper

can

be

used

toid

entif

y th

e pr

esen

ce o

f an

acid

or

a ba

se in

the

vine

gar

and

amm

onia

sol

utio

ns.

Dis

cuss

and

hav

e st

uden

tsre

cord

app

ropr

iate

obse

rvat

ions

and

conc

lusi

ons.

The

teac

her

shou

ld m

odel

the

use

of s

afet

y go

ggle

s du

ring

the

dem

onst

ratio

n, e

xpla

inin

gw

hy th

ey m

ust b

e w

orn

duri

ng th

ese

inve

stig

atio

ns.

(One

teac

her

answ

ers

thei

rpr

otes

ts th

is w

ay: '

Bet

ter

ugly

in th

e la

b th

an in

the

loun

ge."

)

Show

and

dis

cuss

a f

ilmem

phas

izin

g la

b sa

fety

,su

ch a

s:

Lab

Saf

ety:

The

Acc

iden

tat

Jef

fers

on H

igh

(VC

R-1

8m

inut

es. S

tude

nts

dem

onst

rate

saf

ety,

pro

per

use

of e

quip

men

t.)

Lab

Saf

ety:

A P

ratic

e fo

r L

ife

Ros

s H

aley

STA

G P

rom

otio

ns73

-1 A

venu

e N

.C

hesl

ey, O

ntar

io N

OG

1U

)I-

519-

363-

3359

safe

ty g

oggl

es

Tab

le h

eade

dIn

vest

igat

ing

Aci

dic

and

Bas

ic H

ouse

hold

Subs

tanc

es, a

ttach

ed to

thes

e le

sson

pla

ns.

125

e.18

7

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Thr

ee: (

Con

t'd)

Gra

de 1

0C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

appr

opri

ate

Prev

iew

the

text

book

cha

pter

prev

iew

ing

stra

tegi

esw

ith th

e st

uden

ts (

see

whe

n re

adin

g a

text

.*_

cier

i_ce

14/

24 T

each

erSt

uden

ts s

ugge

st p

arts

of

the

Res

ourc

e M

anua

l, pa

ge 7

7).

text

to f

ocus

on

in p

revi

ewin

gth

e in

form

atio

n, d

iscu

ss th

eD

raw

atte

ntio

n to

the

title

,ca

utio

n si

gn u

sed

to s

igna

lpu

rpos

e of

pre

view

ing

the

text

,an

d pr

edic

t out

com

es o

f th

esa

fety

info

rmat

ion,

que

stio

nsan

d ill

ustr

atio

nsin

vest

igat

ions

.ac

com

pany

ing

the

text

, and

the

haza

rd s

ymbo

l on

page

30. E

xpla

in o

r el

icit

from

stud

ents

the

purp

ose

ofpr

evie

win

g th

e te

xt b

efor

ebe

ginn

ing

a cl

oser

rea

ding

.St

uden

ts c

ould

be

aske

d to

pred

ict t

he o

utco

mes

of

som

eof

the

inve

stig

atio

ns th

ey w

illca

rry

out.

Enc

oura

ge th

e st

uden

ts to

skim

to g

et th

e gi

st o

f th

e te

xtan

d to

est

ablis

h pu

rpos

es f

orth

eir

read

ing

by c

halle

ngin

gth

em to

sug

gest

hea

ding

sth

at th

e au

thor

mig

ht h

ave

used

at t

he to

ps o

f pa

ges

27,

28, a

nd 2

9 to

hel

p th

e re

ader

antic

ipat

e th

e in

form

atio

nth

at f

ollo

ws.

(e.

g., '

Tes

ting

for

Aci

ds a

nd B

ases

,""A

cid-

base

Rea

ctio

ns,"

"U

sing

a pH

Sca

le to

Mea

sure

Aci

dity

.")

126

188

189

LE

SSO

N P

LA

NL

esso

n T

hree

: (C

ont'd

)T

hem

e H

ouse

hold

Sci

ence

: Aci

ds a

nd !

Ras

es

OB

JEC

TIV

ES

Gra

de1

oC

ours

eSc

ienc

e 14

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

usin

gw

ritte

n la

ngua

ge f

orle

arni

ng.

In g

roup

s of

two,

stu

dent

sca

rry

out i

nves

tigat

ions

D to

Jon

pag

es 2

5 to

27

and

reco

rd"o

bser

vatio

ns"

and

"int

erpr

etat

ions

."

In g

roup

s of

two,

stu

dent

sre

ad th

e in

form

atio

n an

dan

swer

que

stio

ns o

n pa

ges

28 to

30.

Stud

ents

wri

te in

divi

dual

jour

nal e

ntri

es a

bout

the

activ

ities

of

the

less

on a

ndfo

rmul

ate

ques

tions

to e

xten

dth

eir

lear

ning

.

Inst

ruct

stu

dent

s to

ans

wer

ques

tions

4.4

to 4

.8 in

the

appr

opri

ate

spac

es("

obse

rvat

ions

" an

d"i

nter

pret

atio

ns")

on

the

tabl

epr

ovid

ed.

Aft

er s

tude

nts

have

com

plet

ed th

e in

vest

igat

ions

and

clea

ned

up th

eir

lab

stat

ions

, ins

truc

t the

m to

disc

uss,

in p

airs

, que

stio

ns4.

9 to

4.1

8 an

d pr

epar

e on

ese

t of

wri

tten

answ

ers

to th

equ

estio

ns. T

hese

can

be

chec

ked

for

satis

fact

ory

com

plet

ion.

To

prov

ide

oppo

rtun

ity f

orst

uden

ts to

use

lang

uage

for

lear

ning

to r

efle

ct o

n w

hat

they

hav

e le

arne

d du

ring

this

less

on a

nd to

pos

e qu

estio

nsfo

r fu

rthe

r le

arni

ng, a

sk th

emto

mak

e an

ent

ry in

thei

rjo

urna

ls a

bout

this

less

on.

Spec

ific

sug

gest

ions

and

ques

tions

to f

ocus

thei

rth

inki

ng a

nd w

ritin

g ar

eat

tach

ed to

thes

e le

sson

s.

If th

e st

uden

ts h

ave

had

agr

eat d

eal o

f ex

peri

ence

with

jour

nal w

ritin

g, th

ete

ache

r m

ay p

refe

r to

mak

eth

e as

sign

men

t mor

eop

en-e

nded

, let

ting

stud

ents

det

erm

ine

wha

t to

wri

te. A

noth

er a

ppro

ach

mig

ht b

e .a

ask

them

tow

rite

abo

ut th

e ac

tiviti

es o

fth

e le

sson

in s

uch

a w

ayth

at s

omeo

ne w

ho w

asab

sent

mig

ht r

eadi

lyun

ders

tand

wha

t the

y di

dan

d w

hat t

hey

lear

ned.

JOU

RN

AL

EN

TR

Y f

orC

hapt

er 4

: Aci

ds a

ndB

ases

Inve

stig

atin

gA

cidi

c an

d B

asic

Hou

seho

ld S

ubst

ance

s,at

tach

ed to

thes

e le

sson

plan

s.

190

127

191

LE

SSO

N P

LA

N

Les

son

Thr

ee: (

Con

t'd)

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

ioC

ours

eSc

ienc

e 14

PRO

CE

DU

RE

SI

MA

TE

RIA

LS

OB

JEC

TIV

ES

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

The

Jou

rnal

ent

ries

of

the

stud

ents

sel

ecte

d fo

rdi

agno

stic

eva

luat

ion

can

beex

amin

ed f

or e

vide

nce

of th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s in

lear

ning

and

com

mun

icat

ion

proc

esse

s.T

he jo

urna

l ent

ries

of

all

stud

ents

can

be

exam

ined

for

indi

catio

ns o

f pr

oble

ms

inun

ders

tand

ing

that

nee

d to

be a

ddre

ssed

to e

nsur

ele

arni

ng. T

he jo

urna

ls w

illal

so p

rovi

de a

sou

rce

ofqu

estio

ns to

add

to th

ose

gene

rate

d in

Les

son

Tw

o.

Hom

ewor

k A

ssig

nmen

t

Ask

the

stud

ents

to b

ring

to c

lass

som

e co

mm

on, s

afe

hous

ehol

d m

ater

ials

that

may

be

acid

s o:

bas

es (

e.g.

, foo

ds,

lotio

ns, b

ever

ages

, cos

met

ics,

sha

mpo

os).

Cau

tion

them

that

alco

hol-

base

d m

ater

ials

are

not

aci

ds o

r ba

ses

and

will

dis

solv

eth

e in

dica

tor,

turn

ing

it w

hite

.

192

128

193

The

me

LE

SSO

N P

LA

NL

esso

n Fo

ur: T

estin

g A

cids

and

Bas

es U

sing

pH

Met

er/P

aper

and

Nat

ural

Indi

cato

rs

Hou

seho

ld S

cien

ce: A

cids

and

Bas

es

OB

JEC

TIV

ES

Gra

de 1

0C

ours

eSc

ienc

e 14

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Spec

ific

Lea

rner

Exp

ecta

tions

,.A

ttitu

des:

1Sk

ills:

1, 2

, 3, 4

, 6, 7

, 8C

once

pts:

2.3

, 3.3

, 5.2

Sele

cted

stu

dent

s re

ad th

eir

jour

nal e

ntri

es.

Stud

ents

par

ticip

ate

inse

lect

ing

ques

tions

and

form

ulat

ing

answ

ers

and

reco

rd th

ese

in th

eir

jour

nals

.

Rev

iew

the

prev

ious

less

on b

yha

ving

a f

ew s

tude

nts

read

thei

r jo

urna

l ent

ries

. To

clar

ify

expe

ctat

ions

for

this

wri

ting,

the

teac

her

coul

dpr

esel

ect a

few

ent

ries

that

wou

ld p

rovi

de g

ood

mod

els

for

othe

r st

uden

ts a

nd p

oint

out t

he s

tren

gths

of

each

inth

eir

use

of th

e si

x le

arni

ngan

d co

mm

unic

atio

npr

oces

ses

of th

e E

SLC

P.

Sele

ct tw

o or

thre

e of

the

mos

t pro

duct

ive

ques

tions

stud

ents

pos

ed a

t the

end

of

thei

r jo

urna

l ent

ries

and

disc

uss

answ

ers

to th

ese

ques

tions

.

Rem

ind

stud

ents

that

they

have

pre

viou

sly

lear

ned

how

to u

se a

sim

ple

test

tode

term

ine

if a

sub

stan

ce is

an a

cid

or a

bas

e. T

hey

also

know

that

sci

entis

ts in

dica

teth

e st

reng

th o

f an

aci

d or

itba

se u

sing

a p

H s

cale

. Tod

ayth

ey w

ill le

arn

two

met

hods

of

mea

suri

ng th

e st

reng

th o

f an

acid

or

a ba

se, f

irst

usi

ng a

pH m

eter

(or

pap

er),

and

then

usin

g na

tura

l ind

icat

ors

occu

rrin

g in

com

mon

pla

nts.

Idea

s fo

r si

mpl

e ac

tiviti

esw

ith a

cids

and

bas

es c

an b

efo

und

in th

e T

each

erR

esou

rce

for

Con

cept

s an

dC

halle

nges

in S

cien

ce: B

ook

2, p

ages

106

to 1

25.

Stud

ents

will

pro

vide

som

e co

mm

on,

hous

ehol

d m

ater

ials

cont

aini

ng a

cids

and

base

s.

The

teac

her

will

pro

vide

othe

rs s

uch

as c

oke,

frui

t jui

ce, m

ilk,

anta

cid,

wat

er, t

ea, a

ndso

me

of th

e m

ore

pote

ntia

lly h

azar

dous

mat

eria

ls s

uch

as d

rain

clea

ner

and

H2S

O4

pH m

eter

and

/or

pHpa

per

194

129

195

LE

SSO

N P

LA

NL

esso

n Fo

ur: (

Con

t'd)

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

appr

opri

ate

prev

iew

ing

stra

tegi

es.

Stud

ents

obs

erve

and

sug

gest

an a

ppro

pria

te f

orm

at f

orre

cord

ing

obse

rvat

ions

and

inte

rpre

tatio

ns.

Wor

king

in p

airs

, stu

dent

sca

rry

out t

he p

H te

st o

nm

ater

ials

they

hav

e br

ough

tfr

om h

ome.

Stud

ents

pre

view

the

text

,re

port

wha

t the

y ha

veex

amin

ed in

thei

r pr

evie

w,

expl

ain

the

purp

ose

of th

e la

ban

d pr

oced

ures

to b

e fo

llow

ed,

and

pred

ict t

he o

utco

mes

of

thei

r in

vest

igat

ions

.

Dem

onst

rate

the

pH te

st,

usin

g a

vari

ety

of m

ater

ials

.A

sk s

tude

nts

to s

ugge

st a

form

at f

or r

ecor

ding

obse

rvat

ions

and

inte

rpre

tatio

ns.

Gro

up s

tude

nts

sele

cted

for

diag

nost

ic e

valu

atio

nto

geth

er. A

udio

tape

thei

rdi

scus

sion

(s).

Usi

ng th

eO

BSE

RV

AT

ION

/PR

OFI

LE

shee

t des

igne

d fo

r gr

oups

,re

cord

obs

erva

tions

and

eval

uatio

ns o

f th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s.

Rev

iew

pro

cedu

re f

orpr

evie

win

g a

text

. Ask

the

stud

ents

to p

revi

ew L

ab 1

0:N

atur

al I

ndic

ator

s, A

sk th

emw

hat t

hey

exam

ined

in th

eir

prev

iew

.

Ask

them

to e

xpla

in w

hat

they

hav

e le

arne

d ab

out w

hat

they

will

be

doin

g in

this

lab,

wha

t mat

eria

ls th

ey w

ill b

ete

stin

g, h

ow th

ey w

ill r

ecor

dth

eir

resu

lts, a

nd w

hat t

hey

mig

ht a

ntic

ipat

e fr

ompr

evie

win

g th

e qu

estio

ns o

npa

ge 1

35. W

hat s

tep

will

they

om

it?

OB

SER

VA

TIO

N/P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups

Tap

e re

cord

ers(

s)A

udio

tape

(s)

Lab

10:

Nat

ural

Indi

cato

rs in

App

lied

Scie

nce

I, C

opp

Cla

rkPi

tman

Ltd

., pa

ges

133

to13

5.

safe

ty g

oggl

es

plas

tic s

pot p

late

s

colo

ured

cra

yons

solu

tions

of

pH2,

pH

4,pH

6, p

H8,

pH

10, p

H12

indr

oppe

r bo

ttles

1'40

196

197

LE

SSO

N P

LA

N

Les

son

Four

: (C

ont'd

)T

hem

e H

ouse

hold

Sci

ence

:A

cids

and

Bas

esG

rade

ioC

ours

eSc

ienc

e 14

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Dem

onst

rate

the

proc

edur

eN

atur

al in

dica

tors

suc

han

d th

e m

etho

d of

rec

ordi

ngas

tea,

bee

t jui

ce, e

tc.

obse

rvat

ions

for

this

lab.

(Som

e m

ater

ials

use

d in

the

prec

edin

g la

b ca

n be

Wor

king

in th

e sa

me

pair

s,A

s tim

e pe

rmits

, rec

ord

stud

ents

pre

pare

a c

hart

peri

odic

obs

enra

tions

and

follo

win

g th

e ex

ampl

e on

pag

eev

alua

tions

of

the

stud

ents

'

used

aga

in.)

134,

car

ry o

ut th

e la

b us

ing

lear

ning

and

com

mun

icat

ion

som

e of

the

sam

e m

ater

ials

proc

esse

s.us

ed in

the

prec

edin

g la

b,re

cord

obs

erva

tions

, and

answ

er q

uest

ions

und

er "

Wha

tH

appe

ned?

" on

pag

e 13

5.

To

prac

tise

usin

gJO

UR

NA

L E

NT

RY

for

wri

tten

lang

uage

for

rom

ewor

k A

ssig

nmen

tL

ab 1

0: N

atur

al

lear

ning

.In

dica

tors

, atta

ched

toV

ary

the

jour

nal w

ritin

g as

sign

men

t by

aski

ngst

uden

ts to

take

on a

n im

agin

ary

role

(se

e R

AFT

S in

Sci

ence

14/

24 T

each

erth

ese

less

ons.

Res

ourc

e M

anua

l, pa

ges

81 to

83)

, suc

h as

that

of

the

scie

ntis

tw

ho m

ight

hav

e di

scov

ered

nat

ural

indi

cato

rs. T

he r

espo

nses

of s

tude

nts

sele

cted

for

dia

gnos

tic e

valu

atio

n ca

n be

ass

esse

din

term

s of

str

engt

hs a

nd w

eakn

esse

s ev

iden

t in

the

six

lear

ning

and

com

mun

icat

ion

proc

esse

s of

the

ESL

CP.

198

131

199

LE

SSO

N P

LA

N

Les

son

Four

: (C

ont'd

)T

hem

e H

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

de10

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Ask

the

stud

ents

sel

ecte

d fo

rA

sk e

ach

stud

ent t

o se

lect

aSE

LF-

EV

AL

UA

TIO

Ndi

agno

stic

eva

luat

ion

tocl

assm

ate

who

will

exa

min

ePR

OFI

LE

SH

EE

TS

revi

ew s

ampl

es o

f so

me

ofth

e sa

me

data

and

do

aPE

ER

EV

AL

UA

TIO

Nth

eir

wor

k do

ne u

p to

this

peer

eva

luat

ion

of h

is o

r he

rPR

OFI

LE

SH

EE

TS

poin

t and

com

plet

e a

lear

ning

and

self

-eva

luat

ion

of th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s.

com

mun

icat

ion

proc

esse

s.

If ti

me

perm

its, y

ou m

ay b

eab

le to

con

duct

indi

vidu

alco

nfer

ence

s w

ith th

ese

stud

ents

. Thi

s w

ill e

nabl

eyo

u to

sha

re y

our

eval

uatio

nsw

ith th

e st

uden

ts, c

ompa

reyo

ur e

valu

atio

ns w

ith th

eir

self

- an

d pe

er e

valu

atio

ns,

and

begi

n to

set

goa

ls to

hel

pth

em d

evel

op m

ore

Inde

pend

ence

in th

e si

xpr

oces

ses.

132

200

201

LE

SSO

N P

LA

N

Les

son

Five

: Rev

iew

Tes

t and

Hom

ewor

k A

ssig

nmen

t Fol

low

-Up

Gra

de10

Cou

rse

Scie

nce

14T

hem

e H

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Spec

ific

Lea

rner

Exp

ecta

tions

:A

ttitu

des:

1, 2

, 4Sk

ills:

2, 3

, 4, 5

. 6, 8

.11 C

once

pts:

2.1

, 2.2

, 2.3

,2.

4. 5

.1. 5

.2, 5

.3, 9

.1,

9.2.

9.4

(The

abo

ve w

ill d

epen

dup

on s

peci

fic

ques

tions

sele

cted

for

the

revi

ewte

st.)

To

appl

y ap

prop

riat

ecr

iteri

a to

"w

ritin

g to

lear

n"; t

o un

ders

tand

its p

urpo

se a

nd v

alue

toth

eir

lear

ning

pro

cess

esth

roug

h th

e sh

arin

g,ev

alua

tion

and

disc

ussi

on o

f th

isw

ritin

g.

Wor

king

Lid

epen

dent

ly,

stud

ents

wri

te a

nsw

ers

toqu

estio

ns s

elec

ted

for

the

revi

ew te

st.

Stud

ents

par

ticip

ate

ines

tabl

ishi

ng a

ppro

pria

tecr

iteri

a fo

r ev

alua

ting

the

jour

nal e

ntri

es.

202

Dis

cuss

the

purp

ose

of th

ere

view

test

, spe

cify

cri

teri

a to

be u

sed

in e

valu

atin

gst

uden

ts' a

nsw

ers,

and

giv

ean

y ot

her

inst

ruct

ions

nece

ssar

y.

Exp

lain

that

stu

dent

s w

ill b

ew

orki

ng in

gro

ups

of f

our.

The

y w

ill r

ead

the

jour

nal

entr

ies

of th

eir

grou

pm

embe

rs f

or L

ab 1

0: N

atur

alIn

dica

tors

and

then

sel

ect

one

jour

nal e

ntry

they

cons

ider

the

best

fro

m th

eir

grou

p. T

his

will

be

read

(ano

nym

ousl

y) to

the

clas

s.

Gui

de s

tude

nts

in d

evel

opin

gth

e cr

iteri

a fo

r se

lect

ing

the

best

jour

nal e

ntry

(e.g

., C

ompl

etet

he w

rite

rde

als

with

all

part

s of

the

assi

gnm

ent i

n a

thor

ough

man

ner.

Im

agin

ativ

ethe

wri

ter

has

take

n so

me

calc

ulat

ed r

isks

, try

ing

out

orig

inal

idea

s; th

e w

rite

rsh

ows

an u

nder

stan

ding

of

and

an a

ppre

ciat

ion

for

the

wor

k of

sci

entis

ts. A

uthe

ntic

,re

alis

ticth

e w

rite

r ta

kes

ase

riou

s ap

proa

ch to

the

task

;th

e w

rite

r ha

s ta

ken

on th

e

If s

tude

nts

are

very

ret

icen

tab

out s

hari

ng th

eir

own

wor

k, d

istr

ibut

e th

ejo

urna

ls s

o th

at th

ey a

rere

adin

g ot

her

grou

p's

jour

nals

.

Rev

iew

test

bas

ed o

n a

sele

ctio

n of

que

stio

nsfr

om th

ose

whi

chst

uden

ts h

ave

help

ed to

form

ulat

e an

d an

swer

s.

Stud

ents

' jou

rnal

s

133

203

LE

SSO

N P

LA

N

Les

son

Five

: (C

ont'd

)T

hem

e H

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

de io

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

In g

roup

s of

fou

r, s

tude

nts

read

thei

r jo

urna

l ent

ries

and

sele

ct th

e on

e th

at b

est m

eets

the

crite

ria.

One

of

the

stud

ents

(or

the

teac

her)

rea

dsth

e se

lect

ed e

ntry

to th

e cl

ass.

The

mem

bers

of

the

grou

pex

plai

n ho

w th

is e

ntry

mee

tsth

e cr

iteri

a an

d ho

w it

cou

ldbe

impr

oved

to d

o so

mor

eef

fect

ivel

y.

role

and

cre

ated

a d

efin

itevo

ice

in th

e w

ritin

g). N

ote:

Bec

ause

this

is "

wri

ting

tole

arn,

" cr

iteri

a ap

plic

able

tofi

nal p

rodu

cts

(spe

lling

,gr

amm

ar, s

ente

nce

stru

cti

shou

ld n

ot b

e em

phas

ized

here

.

Ask

the

stud

ents

to b

epr

epar

ed to

poi

nt o

ut 1

,Jw

the

crite

ria

esta

blis

hed

for

sele

ctio

n ar

e ev

iden

t in

the

entr

y th

ey s

elec

t. T

hey

shou

ld a

lso

be p

repa

red

tosa

y ho

w th

e w

ritin

g co

uld

beim

prov

ed to

mee

t any

of

the

crite

ria

mor

e ef

fect

ivel

y.

Gro

up to

geth

er s

tude

nts

sele

cted

for

dia

gnos

ticev

alua

tion

and

audi

otap

eth

eir

disc

ussi

on. R

ecor

dob

serv

atio

ns a

nd e

valu

atio

nsof

thei

r IP

arni

ng a

ndco

mm

} .ic

atio

n pr

oces

ses.

Mod

el a

ppro

pria

te p

ositi

ve,

cons

truc

tive

com

men

ts f

orth

e st

uden

ts. P

oint

out

, too

,ex

ampl

es o

f ef

fect

ive

use

ofth

e si

x le

arni

ng a

ndco

mm

unic

atio

n pr

oces

ses

inth

e st

uden

ts*

jour

nal e

ntri

es.

OB

SER

VA

TIO

N/P

RO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

erA

udio

tape

134

204

205

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Five

: (C

ont'd

)

Gra

de io

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

usin

gw

ritin

g to

lear

n.

Ask

que

stio

ns to

pro

voke

furt

her

thou

ght a

nddi

scus

sion

abo

ut w

hat t

hest

uden

ts h

ave

wri

tten.

Stud

ents

sel

ect q

uest

ions

fro

m A

sk s

tude

nts

to s

elec

t tw

oth

eir

grou

p's

jour

nals

,qu

estio

ns f

rom

the

jour

nal

part

icip

ate

in th

e se

lect

ion

ofen

trie

s fo

r di

scus

sion

by

the

ques

tions

to b

e an

swer

ed b

ycl

ass.

the

clas

s, p

artic

ipat

e in

answ

erin

g th

ose

ques

tions

,an

d re

cord

que

stio

ns a

ndan

swer

s in

thei

r jo

urna

ls.

Var

y th

e pr

oced

ure

bygi

ving

eac

h gr

oup

resp

onsi

bilit

y fo

r de

velo

ping

prel

imin

ary

answ

ers

(thr

ough

dis

cuss

ion

and

furt

her

rese

arch

ifne

cess

ary)

to s

ome

of th

equ

estio

ns. G

ive

them

the

resp

onsi

bilit

y of

exp

lain

ing

thei

r an

swer

s to

the

clas

s.

135

2 0

1

The

me

111,

0

LE

SSO

N P

LA

N

Les

son

Sir:

Gen

eral

Pro

pert

ies

of A

cids

and

Bas

esH

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

de10

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Spec

ific

Lea

rner

Exp

ecta

tions

:A

ttitu

des:

1. 2

, 4, 5

Skill

s:1,

2, 3

, 4, 6

, 7,

11 Con

cept

s: 2

.1, 2

.2, 2

.3,

2.4,

5.3

To

prac

tise

appr

opri

ate

prer

eadi

ng s

trat

egie

s.

Stud

ents

rev

iew

the

expe

ctat

ions

for

thei

r w

ork

indi

cate

d in

the

crite

ria

and

ques

tions

for

sel

f-ev

alua

tion.

Stud

ents

pre

view

the

text

and

answ

er q

uest

ions

ora

lly o

r in

wri

ting,

indi

vidu

ally

or

inpa

irs.

To

rela

te th

is le

sson

topr

evio

us le

sson

s, r

emin

dst

uden

ts th

at th

ey h

ave

prev

ious

ly le

arne

d ho

w to

test

acid

s an

d ba

ses

in a

var

iety

of w

ays.

In

toda

y's

lab,

they

will

be

inve

stig

atin

g th

ech

emic

al a

ctiv

ity o

f ac

ids

and

base

s.

To

enco

urag

e st

uden

ts to

-ta

ke a

ser

ious

app

roac

h to

the

task

and

to m

onito

r th

eir

wor

k du

ring

this

lab,

info

rmth

em th

at th

ey w

ill b

eco

mpl

etin

g a

self

-eva

luat

ion

of th

e ef

fect

iven

ess

of th

eir

wor

k. D

istr

ibut

e th

e "G

roup

Eff

ectiv

enes

s A

ppra

isal

For

m"

so th

at s

tude

nts

can

revi

ewth

e cr

iteri

a an

d qu

estio

nsbe

fore

they

beg

in w

ork.

Dir

ect t

he s

tude

nts

topr

evie

w th

e te

xt b

efor

e th

eybe

gin

the

lab.

Pro

be th

eir

unde

rsta

ndin

g th

roug

hqu

estio

ns: W

hat p

arts

of

the

text

hav

e th

ey e

xam

ined

?H

ow m

any

expe

rim

ents

are

ther

e in

this

lab?

How

are

thes

e in

dica

ted

for

the

read

er?

If it

is d

iffi

cult

to c

olle

ct th

ehy

drog

en g

as f

or th

e fi

rst

expe

rim

ent,

try

cork

ing

the

test

tube

s to

cap

ture

the

gas.

As

an a

ltern

ativ

e, a

ddse

vera

l pie

ces

of Z

n to

20

ml o

f H

CL

in a

50

ml

beak

er. T

his

gene

rate

sm

ore

hydr

ogen

gas

and

beca

use

the

beak

er h

as a

wid

er m

outh

, the

glo

win

gsp

lint c

an b

e br

ough

t clo

ser

to th

e ga

s to

pro

duce

the

appr

opri

ate

reac

tion.

Bec

ause

stu

dent

s ha

ve h

adpr

evio

us o

ppor

tuni

ties

topr

actis

e pr

evie

win

g a

text

,yo

u m

ight

ask

for

wri

tten

answ

ers

to th

ese

ques

tions

and

mar

k th

em a

s pa

rt o

fth

e st

uden

ts' s

umm

ativ

eev

alua

tion

for

this

uni

t.

Lab

10.

6: G

ener

alpr

oper

ties

of a

cids

and

base

s in

App

lied

Scie

nce

I, C

opp

Cla

rkPi

tman

Ltd

., pa

ges

124

to 1

26.

safe

ty g

oggl

es

3 te

st tu

bes

test

tube

rac

k

baki

ng s

oda

(sod

ium

bic

arbo

nate

)

mos

sy z

inc

3 m

ol /L

sod

ium

hydr

oxid

e so

lutio

n

filte

red

lirne

wat

er

mar

ble

chip

s(c

alci

um c

arbo

nate

)

amm

oniu

m c

hlor

ide

solu

tion

long

gla

ss d

ropp

er

alum

inum

pie

ces

3 m

ol/L

hyd

roch

lori

cac

id

13P

208

209

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Six:

(C

ont'd

)

Gra

de10

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

Stud

ent p

repa

re a

cha

rt to

reco

rd c

hem

ical

s us

ed a

ndob

serv

atio

ns m

ade

as th

eyca

rry

out e

xper

imen

ts.

In g

roup

s of

two,

stu

dent

sca

rry

out t

he e

xper

imen

ts,

reco

rd c

hem

ical

s us

ed a

ndob

serv

atio

ns, a

nd p

repa

rew

ritte

n an

swer

s fo

r qu

estio

nsun

der

'Wha

t Hap

pene

dr in

the

text

book

.

Wha

t spe

cifi

c sa

fety

prec

autio

ns m

ust b

e ta

ken

inth

is la

b? W

hat d

o th

eypr

edic

t the

y w

ill o

bser

ve in

each

exp

erim

ent?

Wha

t spe

cifi

c cl

ues

in th

ete

xt, d

iagr

ams,

and

que

stio

nshe

lped

them

for

m th

ese

pred

ictio

ns?

Inst

ruct

the

stud

ents

topr

epar

e a

char

t for

rec

ordi

ngch

emic

als

used

and

obse

rvat

ions

, fol

low

ing

the

exam

ple

on p

age

124

of th

ete

xt.

Ass

ign

stud

ents

to g

roup

s of

two.

Pla

ce s

tude

nts

sele

cted

for

diag

nost

ic e

valu

atio

n in

the

sam

e gr

oup(

s). A

udio

tape

thei

r di

scuS

sion

as

they

car

ryou

t the

lab.

Bec

ause

the

pote

ntia

l saf

ety

haza

rds

inth

is la

b w

ill 'r

equi

re c

lose

mon

itori

ng o

f st

uden

ts' w

ork,

diag

nost

ic e

valu

atio

n of

stud

ent&

lear

ning

and

com

rniin

idat

icq

proC

esse

sm

ight

bet

t be

done

at a

late

rtim

e, u

sing

the

aUdi

Ota

ped

data

col

lect

ed.

Res

pons

ibili

ty f

or c

arry

ing

out t

he e

xper

imen

ts a

ndre

port

ing

to th

e re

st o

f th

ecl

ass

mig

ht b

e di

vide

d up

amon

g th

e st

uden

ts (

e.g.

,ha

lf th

e cl

ass,

wor

king

ingr

oups

of

two,

doe

sex

peri

men

ts I

and

the

othe

r ha

lf, w

orki

ng in

grou

ps o

f tw

o, d

oes

expe

rim

ents

III

and

IV

).T

heir

rep

ort t

o th

e cl

ass

mig

ht in

volv

e a

dem

onst

ratio

n by

one

pai

ran

d sh

ould

incl

ude

ade

scri

ptio

n of

the

chem

ical

sus

ed. t

he p

roce

dure

sfo

llow

ed, t

he o

bser

vatio

nsm

ade,

and

a d

iscu

ssio

n of

the

prac

tical

app

licat

ion

(or

impl

icat

ions

) of

the

reac

tion

prod

uced

. As

wel

l,st

uden

ts c

ould

be

aske

d to

repo

rt a

ny p

robl

ems

they

sodi

um h

ydro

xide

pelle

ts

red

and

blue

litm

uspa

per

woo

den

splin

ts

scoo

pu la

"Gro

up E

ffec

tiven

ess

App

rais

al F

orm

" in

Scie

nce

14/2

4 T

each

erR

esou

rce

Man

ual p

age

67. (

You

may

wis

h to

subs

titut

e th

e w

ord

"lab

" fo

r "p

roje

ct"

ionu

mbe

rs 1

, 2, a

nd 4

unde

r "P

erso

nal

Ass

essm

ent a

ndO

bser

vatio

ns."

)

Tap

e re

cord

er(s

)A

udio

tape

(s)

210

137

211

The

me

Hou

seho

ld S

cien

ceA

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Six:

(C

ont'd

)

Gra

de 1

0C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

self

-eva

luat

ion

ofin

divi

dual

and

gro

upac

hiev

emen

t in

colla

bora

tive

lear

ning

activ

ities

.

To

prac

tise

usin

g or

alan

d w

ritte

n la

ngua

gefo

r le

arni

ng.

Stud

ents

com

plet

e th

e "G

roup

Eff

ectiv

enes

s A

ppra

isal

For

m"

to e

valu

ate

thei

r w

ork

duri

ngth

is la

b.

Stud

ents

rep

ort.

on th

eft

obse

rvat

ions

dur

ing

the

expe

rim

ents

and

sha

re th

eir

answ

ers

to q

uest

ions

und

er'W

hat H

appe

nedT

in th

ete

xtbo

ok. T

hey

mig

ht a

lso

repo

rt o

n pr

oble

ms

they

enco

unte

red

in c

arry

ing

out

the

expe

rim

ents

, how

they

solv

ed th

ese,

and

/or

why

they

thin

k th

ey w

ere

unab

le to

solv

e th

em.

Stud

ents

sug

gest

que

stio

nsar

isin

g fr

om th

ese

expe

rim

ents

and

the

disc

ussi

on a

bove

, hel

pto

for

mul

ate

answ

ers,

and

reco

rd th

ese

in th

eir

jour

nals

.

Faci

litat

e di

scus

sion

,en

cour

agin

g st

uden

ts to

rela

te th

e:: o

bser

vatio

ns to

othe

r co

ntex

ts a

t hom

e or

inth

eir

wor

k pl

ace.

Not

e an

yqu

estio

ns s

tude

nts

rais

e as

pote

ntia

l con

trib

utio

ns to

the

ongo

ing

activ

ity o

ffo

rmul

atin

g qu

estio

ns a

ndan

swer

s.

Ass

ist s

tude

nts

in s

elec

ting

and

answ

erin

g qu

estio

ns.

enco

unte

red

in c

arry

ing

out

the

expe

rim

ent,

how

they

solv

ed th

ese,

or

why

they

thin

k th

ey w

ere

unab

le to

solv

e th

em. T

his

proc

edur

ew

ould

giv

e tim

e fo

rst

uden

ts to

rep

eat a

nex

peri

men

t if

it do

es n

otw

ork

on th

e fi

rst t

ry a

ndw

ould

pro

vide

opp

ortu

nity

for

them

to p

ract

ise

clea

r,co

ncis

e co

mm

unic

atio

n fo

ra

real

aud

ienc

e.

130

212

213

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n: C

ulm

inat

ing

Act

iviti

es -

A N

ote

on th

e A

ltern

ativ

esPr

opos

edH

ouse

hold

Sci

ence

: Aci

ds a

nd B

ases

Gra

deio

Cou

rse

Scie

nce

14

Thr

ee a

ltern

ativ

es a

re p

ropo

sed

as a

cul

min

atin

g ac

tivity

for

this

unit.

Alte

rnat

ives

ON

E (

post

er)

and

TW

O (

tele

visi

on s

tory

boar

d) w

illre

quir

e le

ss ti

me

than

TH

RE

E (

libra

ry r

esea

rch

proj

ect)

. The

latte

rm

ight

be

done

as

part

of

the

elec

tive

com

pone

nt o

f th

e co

urse

.

All

the

alte

rnat

ives

will

invo

lve

stud

ents

in a

pply

ing

thei

r kn

owle

dge

of a

cids

and

bas

es to

the

crea

tion

of a

n or

igin

al c

omm

unic

atio

n fo

ra

defi

nite

aud

ienc

e. W

here

as th

e pr

evio

us w

ritin

g as

sign

men

ts (

the

jour

nal e

ntri

es)

wer

e in

tend

ed to

pro

vide

opp

ortu

nitie

s fo

r st

uden

tsto

use

wri

ting

for

lear

ning

, the

cul

min

atin

g ac

tiviti

es w

ill r

equi

re th

est

uden

ts to

sha

pe th

eir

lang

uage

, gra

dual

ly, t

owar

ds a

fin

al p

rodu

ctin

tend

ed f

or a

pub

lic a

udie

nce.

Bec

ause

the

goal

is a

pol

ishe

d fi

nal

prod

uct.

the

stud

ents

will

nee

d tim

e an

d gu

idan

ce to

wor

k th

roug

hth

e th

ree

stag

es o

f th

e w

ritin

g pr

oces

s (p

rew

ritin

g, w

ritin

g, a

ndpo

stw

ritin

g) d

escr

ibed

in th

e Sc

ienc

e 14

/24

Tea

cher

Res

ourc

eM

anua

l on

page

79.

For

alte

rnat

ives

ON

E (

post

er)

and

TW

O (

tele

visi

on s

tory

boar

d),

spec

ific

act

iviti

es f

or th

e th

ree

stag

es in

the

wri

ting

proc

ess

and

eval

uatio

n cr

iteri

a fo

r m

arki

ng th

e st

uden

ts' f

inal

pro

duct

s ar

epr

ovid

ed in

the

less

on p

lans

. For

alte

rnat

ive

TH

RE

E (

libra

ryre

sear

ch p

roje

ct),

spe

cifi

c ac

tiviti

es f

or th

e th

ree

stag

es in

the

wri

ting

proc

ess

and

eval

uatio

n cr

iteri

a ar

e pr

ovid

ed in

the

Scie

nce

14/2

4 T

each

er R

esou

rce

Man

ual o

n pa

ges

91 to

109

and

157

.

214

139

21.5

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n: C

ulm

inat

ing

Act

ivity

- A

ltern

ativ

e O

ne (

Post

er)

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10

Cou

rse

Scie

nce

14

PRO

CE

DU

RE

SM

AT

ER

IAL

SO

BJE

CT

IVE

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Spec

ific

Lea

rner

Wor

king

inde

pend

ently

,D

iscu

s., t

he p

urpo

se o

f th

eT

he r

evie

w te

st m

ight

be

Rev

iew

test

bas

ed o

n a

f xp

ecta

ttons

:st

uden

ts w

rite

ans

wer

s to

revi

ew te

st, s

peci

fy c

rite

ria

togi

ven

here

or

at a

noth

erse

lect

ion

of q

uest

ions

Atti

tude

s: 1

, 2, 4

ques

tions

sel

ecte

d fo

r th

ebe

use

d in

eva

luat

ing

poin

t whi

le th

e cu

lmin

atin

gfr

om th

ose

that

Skill

s: 5

, 11

revi

ew te

st.

stud

ents

' ans

wer

s, a

nd g

ive

activ

ity is

in p

rogr

ess.

stud

ents

hav

e he

lped

toC

once

pts:

2.1

, 2.2

, 2.3

,5.

1, 5

.3, 9

.1, 9

.2, 9

.3,

any

othe

r in

stru

ctio

nsne

cess

ary.

form

ulat

e an

d an

swer

.

9.4

Oth

er S

PEC

IFIC

LE

AR

NE

R, E

XPE

CT

AT

ION

Sw

ill/d

epen

d up

on s

peci

fic

ques

tions

sel

ecte

d fo

rth

e re

view

test

.

Intr

oduc

e th

e po

ster

assi

gnm

ent b

y te

lling

stud

ents

that

they

will

be

desi

gnin

g a

post

er to

pro

mot

esa

fety

with

aci

ds a

nd b

ases

.T

hey

will

be

usin

g w

hat t

hey

know

to h

elp

othe

r pe

ople

beco

me

bette

r in

form

ed a

bout

To

deve

lop

safe

ty p

reca

utio

ns.

If th

e sc

hool

has

a s

cien

ceD

ESI

GN

ING

A P

OST

ER

com

pete

ncie

s in

Dis

trib

ute

the

assi

gnm

ent

fair

or

an o

pen

hous

e fo

rT

O P

RO

MO

TE

SA

FET

Yre

adin

g, w

ritin

g,sp

eaki

ng, l

iste

ning

, and

shee

t and

dra

w a

ttent

ion

toth

e fa

ct th

at th

e st

uden

ts'

the

com

mun

ity, t

he p

oste

rsco

uld

be d

ispl

ayed

for

thes

eW

ITH

AC

IDS

AN

DB

ASE

S, a

ttach

ed to

view

ing.

fina

l pro

duct

s w

ill b

eev

ents

, too

.th

ese

less

on p

lans

.

To

deve

lop

the

lear

ning

skill

s of

fin

ding

,or

gani

zing

, ana

lysi

ng,

and

appl

ying

info

rmat

ion

in a

cons

truc

tive

man

ner.

To

acqu

ire

know

ledg

ean

d de

velo

p sk

ills,

attit

udes

, and

hab

itsre

quir

ed to

res

pond

toth

e op

port

uniti

es a

ndex

pect

atio

ns o

f th

ew

orld

of

wor

k.

"pub

lishe

d"di

spla

yed

whe

reth

ey w

ill s

erve

to in

form

the

inte

nded

aud

ienc

e.

The

fol

low

ing

prew

ritin

gac

tiviti

es (

see

Scie

nce

14/2

4T

each

er R

esou

rce

Man

ual,

page

79)

gill

hel

p st

uden

tspr

epar

e fo

r th

e w

ritin

g.

Stud

ents

sug

gest

idea

s an

d1)

Bra

inst

orm

idea

s th

atpo

ssib

le m

etho

ds o

f de

velo

ping

coul

d be

use

d fo

r ea

ch o

fth

e po

ster

s.th

e as

sign

men

t cho

ices

.E

ncou

rage

stu

dent

s to

expl

ore

the

way

s th

at

14P

216

217

The

me

Hou

seho

ld S

cien

ce:

Aci

ds a

nd B

ases

LE

SSO

N P

LA

N

Les

son

Seve

n (P

oste

r): (

Con

t'd)

Gra

de io

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

appr

opri

ate

prew

ritin

g st

rate

gies

.

Stud

ents

iden

tify

and

disc

uss

verb

al a

nd n

onve

rbal

tech

niqu

es u

sed

in a

var

iety

of

post

ers.

Stud

ents

sug

gest

pos

sibl

esy

mbo

ls, l

ogos

and

slo

gans

for

thei

r po

ster

s. T

hey

exam

ine

conv

entio

nal s

ymbo

ls a

ndde

rive

cri

teri

a fo

r ef

fect

ive

desi

gn.

2) 3)

they

mig

ht d

evel

op a

post

er b

ased

on

thes

eid

eas.

Enc

oura

geri

sk-t

akin

g (e

.g.,

ahu

mor

ous

appr

oach

cou

ldha

ve c

onsi

dera

ble

impa

ct).

Use

exa

mpl

es o

f ot

her

post

ers

to s

how

how

illus

trat

ions

, sym

bols

,lo

gos

and

colo

r ar

e us

edto

con

vey

the

mes

sage

,E

xam

ine

how

lang

uage

(inc

ludi

ng s

loga

ns)

is u

sed

in a

pos

ter.

Com

pare

the

diff

eren

t way

s in

whi

chla

ngua

ge is

use

d fo

rdi

ffer

ent a

udie

nces

.D

iscu

ss h

ow th

e de

sign

ercr

eate

s a

bala

nce

that

ispl

easi

ng to

the

eye.

Stud

ents

cou

ld b

e as

ked

to e

xam

ine

thes

e as

pect

sof

dif

fere

nt p

oste

rs in

smal

l gro

ups

and

expl

ain

to th

e cl

ass

how

thes

ete

chni

ques

hav

e be

enus

ed.

Bra

inst

orm

idea

s fo

rsy

mbo

ls, l

ogos

and

slog

ans

that

mig

ht b

eus

ed in

the

stud

ents

'ow

n po

ster

s. E

xam

ine

conv

entio

nal

Col

labo

ratio

n w

ith a

n ar

tte

ache

r an

d/or

an

Eng

lish

lang

uage

art

s te

ache

r m

ight

be p

ossi

ble

here

.

0 1

ci

A v

arie

ty o

f po

ster

sde

sign

ed f

or a

udie

nces

rang

ing

in a

ge f

rom

kind

erga

rten

chi

ldre

n to

adul

ts. A

ny a

ccep

tabl

esu

bjec

t wou

ld b

eap

prop

riat

e as

exam

ples

. Stu

dent

sco

uld

be a

sked

topr

ovid

e so

me

post

ers

for

disc

ussi

on.

Con

vent

iona

l HA

ZA

RD

SYM

BO

LS

and

othe

rki

nds

of s

ymbo

ls, s

uch

as th

ose

foun

d in

airp

orts

, on

laun

dry

218

141

The

me

Hou

seho

ld S

cien

ce: A

cids

and

'_ca

ses

LE

SSO

N P

LA

N

Les

son

Seve

n (P

oste

r): (

Con

t'd)

Gra

de10

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

haza

rd s

ymbo

ls to

der

ive

inst

ruct

ions

, etc

.. w

ould

crite

ria

for

effe

ctiv

e de

sign

also

be

appr

opri

ate.

(sim

plic

ity, u

se o

f re

adily

unde

rsto

od g

raph

ics,

con

tras

t,co

lour

, etc

.) T

hey

mig

htco

nsid

er h

ow th

ese

coul

d be

impr

oved

to c

omm

unic

ate

thei

r m

essa

ge m

ore

effe

ctiv

ely.

Em

phas

ize

that

thes

e ar

eex

ampl

es to

giv

e st

uden

tsso

me

idea

s fo

r de

sign

ing

thei

row

n or

igin

al s

ymbo

ls.

Scra

p pa

perl

arge

siz

e if

Wor

king

indi

vidu

ally

or

with

aT

he s

tude

nts

coul

d w

ork

part

ner,

stu

dent

s pl

an a

ndin

divi

dual

ly o

r w

ith a

par

tner

poss

ible

.

prep

are

a dr

aft o

f th

eir

post

er.

to p

rom

ote

colla

bora

tive

OB

SER

VA

TIO

N/P

RO

FIL

Ele

arni

ng. Y

ou m

ay w

ish

tosh

eet d

esig

ned

for

use

enco

urag

e st

uden

ts s

elec

ted

with

gro

ups

(or

for

diag

nost

ic e

valu

atio

n to

wor

k to

geth

er. A

udio

tape

indi

vidu

als)

.

thei

r di

scus

sion

s as

they

wor

kT

ape

reco

rder

(s)

and

colle

ct a

ll dr

afts

of

thei

rw

ork

for

late

r ev

alua

tion

ofth

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s.

Aud

iota

pe(s

)

You

may

als

o be

abl

e to

conf

eren

ce w

ith th

e st

uden

tsw

hile

they

are

in th

e pr

oces

sof

com

plet

ing

the

assi

gnm

ent.

To

prac

tise

appr

opri

ate

Stud

ents

edi

t and

pro

ofre

adA

fter

the

stud

ents

hav

epo

stw

ritin

g (e

ditin

g an

dea

ch o

ther

's d

raft

s an

d m

ake

com

plet

ed a

dra

ft o

f th

ere

visi

ng, p

roof

read

ing

spec

ific

sug

gest

ions

for

post

er, h

ave

them

exc

hang

ean

d co

rrec

ting)

revi

sion

s an

d co

rrec

tions

.dr

afts

with

ano

ther

indi

vidu

al!s

trat

egie

s.or

pai

r to

edi

t and

pro

ofre

ad

142

221

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Seve

n (P

oste

r): (

Con

t'd)

Gra

de io

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

each

oth

er's

dra

fts.

CR

ITE

RIA

FO

RIn

trod

uce

the

eval

uatio

nE

VA

LU

AT

ING

PO

STE

RS.

crite

ria

as a

bas

is f

or e

ditin

gat

tach

ed to

thes

e le

sson

and

proo

frea

ding

. Stu

dent

spl

ans.

(N

ote

that

mar

kssh

ould

mak

e sp

ecif

icfo

r ea

ch o

f th

e fi

vesu

gges

tions

for

rev

isio

ns a

ndcr

iteri

a ha

ve b

een

left

toco

rrec

tions

.th

e te

ache

r's d

ecis

ion.

)

Stud

ents

eva

luat

e th

e w

ork

ofA

fter

the

fina

l dra

fts

have

Post

er p

aper

for

fin

alth

eir

peer

s.be

en c

ompl

eted

, pee

rev

alua

tion

and

feed

back

.ba

sed

on th

e cr

iteri

a fo

rev

alua

tion,

cou

ld b

e us

ed to

com

plem

ent t

each

erev

alua

tion.

draf

t wor

k.

Stud

ents

pub

lish

and

Arr

ange

for

the

post

ers

to b

ece

lebr

ate

thei

r w

ork.

disp

laye

d fo

r th

eir

inte

nded

audi

ence

s.D

ESC

RIP

TIV

E S

CA

LE

SO

BSE

RV

AT

ION

/PR

OFI

LE

For

each

of

the

stud

ents

sele

cted

for

dia

gnos

ticSH

EE

T f

or e

ach

stud

ent.

eval

uatio

n, c

onst

ruct

a p

rofi

leSE

LF-

EV

AL

UA

TIO

Nsh

owin

g ho

w in

depe

nden

tlyPR

OFI

LE

SH

EE

TS

he o

r sh

e ca

n us

e th

e si

xPE

ER

EV

AL

UA

TIO

Nle

arni

ng a

nd c

omm

unic

atio

npr

oces

ses.

Ask

the

stud

ents

to c

reat

e pr

ofile

s fo

rth

emse

lves

bas

ed o

n th

eir

self

and

pee

r ev

luat

ions

.

PRO

FIL

E S

HE

ET

S

Use

the

prof

iles

to s

et g

oals

and

plan

inst

ruct

iona

lac

tiviti

es f

or th

e ne

xt u

nit o

fw

ork

to h

elp

the

stud

ents

beco

me

mor

e in

depe

nden

t in

222

143

223

The

me

Hou

seho

ld S

cien

ce: A

cids

and

Bas

es

LE

SSO

N P

LA

N

Les

son

Seve

n (P

oste

r): (

Con

t'd)

Gra

de 1

0C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

thei

r us

e of

the

lear

ning

and

com

mun

icat

ion

proc

esse

s.

144

224

225

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n: C

ulm

inat

ing

Act

ivity

- A

ltern

ativ

e T

wo

(Tel

evis

ion

Stor

yboa

rd)

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

Spec

ific

Lea

rner

Wor

king

inde

pend

ently

,D

iscu

ss th

e pu

rpos

e of

the

The

rev

iew

test

mig

ht b

eR

evie

w te

st b

ased

on

aE

xpec

tatio

ns:

stud

ents

wri

te a

nsw

ers

tore

view

test

, spe

cify

cri

teri

a to

give

n he

re o

r at

ano

ther

sele

ctio

n of

que

stio

nsA

ttitu

des:

1, 2

, 4, 5

ques

tions

sel

ecte

d fo

r th

ebe

use

d in

eva

luat

ing

poin

t whi

le th

e cu

im n

atin

gfr

om th

ose

that

Skill

s:5,

11

revi

ew te

st.

stud

ents

' ans

wer

s, a

nd g

ive

activ

ity is

in p

rogr

ess.

stud

ents

hav

e he

lped

toC

once

pts:

2.1

, 2.2

. 2.3

.2.

4. 5

.1, 5

.3an

y ot

her

inst

ruct

ions

nece

ssar

y.fo

rmul

ate

and

answ

er.

Oth

er S

PEC

IFIC

LE

AR

NE

RE

XPE

CT

AT

ION

S w

illde

pend

upo

n sp

ecif

icqu

estio

ns s

elec

ted

for

the

revi

ew te

st.

To

deve

lop

com

pete

ncie

s in

read

ing,

wri

ting,

spea

king

, lis

teni

ng, a

ndvi

ewin

g.

To

deve

lop

the

lear

ning

skill

s of

fin

ding

,or

gani

zing

, ana

lysi

ng,

and

appl

ying

info

rmat

ion

in a

Intr

oduc

e th

e te

levi

sion

stor

yboa

rd a

ssig

nmen

t by

telli

ng th

e st

uden

ts th

at th

eyw

ill b

e as

sum

ing

the

role

s of

tele

visi

on s

crip

t wri

ters

who

have

bee

n hi

red

to c

reat

e a

one-

min

ute

ad f

or a

new

tele

visi

on s

cien

ce p

rogr

am.

The

pur

pose

of

the

ad is

toin

form

the

view

ers

abou

tac

ids

and

base

s in

eve

ryda

yac

tiviti

es in

the

hom

e or

wor

kpl

ace.

Tel

l the

stu

dent

s th

atth

ey w

ill le

arn

how

to u

se a

stor

yboa

rd to

des

ign

ate

levi

sion

ad.

Dis

trib

ute

the

desc

ript

ion

ofD

ESI

GN

ING

Aco

nstr

uctiv

e m

anne

r.th

e as

sign

men

t. D

raw

atte

ntio

n to

the

choi

ces

(AT

EL

EV

ISIO

N A

D T

OH

EL

P V

IEW

ER

ST

o ac

quir

e kn

owle

dge

and

B)

and

ask

stud

ents

toU

ND

ER

STA

ND

AC

IDS

and

deve

lop

skill

s,at

titud

es, a

nd h

abits

requ

ired

to r

espo

nd to

read

the

assi

gnm

ent s

heet

.

The

fol

low

ing

prew

ritin

g

AN

D B

ASE

S IN

EV

ER

YD

AY

AC

TIV

ITIE

S,at

tach

ed to

thes

e le

sson

the

oppo

rtun

ities

and

expe

ctat

ions

of

the

wor

ld o

f w

ork.

activ

ities

(se

e Sc

ienc

e 14

/24

plan

s.T

each

er R

esou

rce

Man

ual,

page

79)

will

hel

p st

uden

tspr

epar

e fo

r th

e w

ritin

g.

145

72C

227

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n (T

elev

isio

n St

oryb

oard

): (

Con

t'd)

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

ioC

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SA

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

To

prac

tise

appr

opri

ate

Stud

ents

sug

gest

pro

duct

s1)

Bra

inst

orm

a li

st o

fpr

ewri

ting

stra

tegi

es.

that

cou

ld b

e us

ed f

or th

eas

sign

men

ts a

nd d

iscu

sspo

ssib

le w

ays

of d

evel

opin

gth

e ad

s.

prod

ucts

that

cou

ld b

eus

ed f

or e

ach

of th

eas

sign

men

ts (

A a

nd B

).E

ncou

rage

stu

dent

s to

expl

ore

the

way

s th

eym

ight

dev

elop

a te

levi

sion

ad a

roun

d so

me

of th

epr

oduc

ts li

sted

.E

ncou

rage

ris

k-ta

king

(e.g

., a

hum

orou

sap

proa

ch m

ay h

ave

aco

nsid

erab

le im

pact

).

2)E

xpla

in h

ow th

est

oryb

oard

for

mat

is u

sed.

USI

NG

TH

ET

EL

EV

ISIO

ND

raw

atte

ntio

n to

the

thre

e di

ffer

ent a

udie

nces

for

this

wilt

ing

and

how

lang

uage

mus

t be

adap

ted

for

each

of

thes

eau

dien

ces.

STO

RY

BO

AR

D F

OR

MA

Tan

d th

e st

oryb

oard

form

at o

n 8.

5 x

14 in

chpa

per,

atta

ched

to th

ese

less

on p

lans

.

3)E

xpla

in te

rms

used

tode

scri

be c

amer

a sh

ots.

TE

RM

S U

SED

BY

SCR

IPT

WR

ITE

RS

AN

DC

AM

ER

A O

PER

AT

OR

S.St

uden

ts id

entif

y an

d di

scus

s4)

Use

a v

ideo

tape

dat

tach

ed to

thes

e le

sson

the

effe

ctiv

enes

s of

ver

bal a

ndno

nver

bal t

echn

ique

s us

ed in

prom

otio

nal a

d fr

omte

levi

sion

to p

rovi

depl

ans.

a pr

omot

iona

l ad.

spec

ific

exa

mpl

es o

f th

eva

riou

s ca

mer

a sh

ots,

the

"voi

ce o

ver"

tech

niqu

e, th

eus

e of

bac

kgro

und

mus

ican

d so

und

effe

cts,

and

the

use

of s

ymbo

ls, l

ogos

, and

Any

pro

mot

iona

l ad

vide

otap

ed f

rom

tele

visi

on c

ould

be

used

as a

n ex

ampl

e. T

hose

prom

otin

g sa

fe d

rivi

ngor

a r

espo

nsib

le

146

229

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n (T

elev

isio

n St

oryb

oard

): (

Con

t'd)

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

SUPP

LE

ME

NT

AR

Y O

RA

LT

ER

NA

TE

PR

OC

ED

UR

ES

slog

ans

to m

ake

the

appr

oach

to th

em

essa

ge m

emor

able

. Ask

cons

umpt

ion

of a

lcoh

oldi

ffer

ent g

roup

s of

mig

ht p

rovi

de g

ood

stud

ents

with

in th

e cl

ass

mod

els

and

serv

e a

dual

to w

atch

and

list

en f

orth

ese

tech

niqu

es a

ndpu

rpos

e. H

owev

er,

plea

se n

ote

that

you

com

men

t on

how

they

are

mus

t obt

ain

used

in th

e ad

.pe

rmis

sion

to u

seco

pyri

ghte

d m

ater

ial.

Stud

ents

sug

gest

pos

sibi

litie

s5)

Bra

inst

orm

idea

s fo

rfo

r sy

mbo

ls. l

ogos

, and

sym

bols

, log

os a

ndC

onve

ntio

nal H

AZ

AR

Dsl

ogan

s fo

r th

eir

ads.

The

ysl

ogan

s th

at m

ight

be

SYM

BO

LS

and

othe

rex

amin

e co

nven

tiona

l sym

bols

used

in th

e st

uden

ts' o

wn

kind

s of

sym

bols

, suc

han

d de

rive

cri

teri

a fo

r ef

fect

ive

ads.

Exa

min

eas

thos

e fo

und

inde

sign

.co

nven

tiona

l haz

ard

airp

orts

, on

laun

dry

sym

bols

to d

eriv

e cr

iteri

ain

stru

ctio

ns, e

tc. w

ould

for

effe

ctiv

e de

sign

also

ser

ve th

e pu

rpos

e.(s

impl

icity

, use

of

read

ilyun

ders

tood

gra

phic

s,co

ntra

st, c

olou

r, e

tc.)

.T

hey

mig

ht c

onsi

der

how

thes

e co

uld

be im

prov

edto

com

mun

icat

e th

eir

mes

sage

mor

e ef

fect

ivel

y.E

mph

asiz

e th

at th

ese

are

exam

ples

to g

ive

stud

ents

som

e id

eas

for

desi

gnin

gth

eir

own

orig

inal

sym

bols

.

The

stu

dent

s sh

ould

wor

k in

grou

ps o

f tw

o or

thre

e to

prom

ote

colla

bora

tive

lear

ning

. You

may

wis

h to

assi

gn s

tude

nts

sele

cted

230

147

231

The

me

Hou

seho

ld S

cien

ce:

LE

SSO

N P

LA

N

Les

son

Seve

n (T

elev

isio

n St

oryb

oard

): (

Con

t'd)

Aci

ds a

nd B

ases

Gra

de to

Cou

rse

Scie

nce

14

OB

JEC

TIV

ES

PRO

CE

DU

RE

S

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

MA

TE

RIA

LS

To

prac

tise

appr

opri

ate

post

wri

ting

(edi

ting

and

revi

sing

, pro

ofre

adin

g,an

d co

rrec

ting)

stra

tegi

es.

Wor

king

in g

roup

s of

two

orth

ree,

stu

dent

s pl

an a

ndpr

epar

e a

draf

t of

the

assi

gnm

ent.

Stud

ents

edi

tan

d pr

oofr

ead

each

oth

er's

draf

ts a

nd m

ake

spec

ific

sugg

estio

ns f

or r

evis

ions

and

corr

ectio

ns.

Stud

ents

pub

lish

and

cele

brat

e th

eir

wor

k th

roug

hpr

esen

tatio

n to

the

clas

s.T

hey

eval

uate

the

wor

k of

thei

rpe

ers.

for

diag

nost

ic e

valu

atio

n to

the

sam

e gr

oup.

Aud

iota

pe th

eir

disc

ussi

ons

as th

ey w

ork

and

colle

ct a

lldr

afts

of

thei

r w

ritte

n w

ork

for

late

r ev

alua

tion

of th

eir

lear

ning

and

com

mun

icat

ion

proc

esse

s. Y

ou m

ay a

lso

beab

le to

con

fere

nce

with

the

stud

ents

whi

le th

ey a

re in

the

proc

ess

of c

ompl

etin

g th

eas

sign

men

t.

Aft

er s

tude

nts

have

com

plet

ed a

dra

ft o

f th

eas

sign

men

t, ha

ve th

emex

chan

ge d

raft

s w

ith a

noth

ergr

oup

and

edit

and

proo

frea

dea

ch o

ther

's w

ork.

Int

rodu

ceth

e ev

alua

tion

crite

ria

as a

basi

s fo

r ed

iting

and

proo

frea

ding

. Stu

dent

ssh

ould

mak

e sp

ecif

icsu

gges

tions

for

rev

isio

ns a

ndco

rrec

tions

.

Aft

er th

e fi

nal d

raft

s ha

vebe

en c

ompl

eted

, stu

dent

sco

uld

pres

ent t

heir

fin

ishe

dpr

oduc

ts to

the

clas

s. P

eer

eval

uatio

n an

d fe

edba

ck,

base

d on

the

crite

ria

for

eval

uatio

n, c

ould

be

used

toco

mpl

emen

t tea

cher

eval

uatio

n.

Stud

ents

may

wis

h to

dra

wpi

ctur

es to

illu

stra

te s

ome

or a

ll of

the

cam

era

shot

s in

thei

r st

oryb

oard

.

It m

ay b

e po

ssib

le to

prod

uce

a vi

deot

ape

base

don

the

stud

ents

'st

oryb

oard

s. A

coo

pera

tive

vent

ure

with

the

dram

ate

ache

r, th

e m

edia

clu

b, th

e

OB

SER

VA

TIO

N /

PRO

FIL

Esh

eet d

esig

ned

for

use

with

gro

ups.

Tap

e re

cord

er(s

)A

udio

tape

(s)

TE

LE

VIS

ION

AD

S:C

RIT

ER

IA F

OR

EV

AL

UA

TIN

GST

OR

YB

OA

RD

S, a

ttach

edto

thes

e le

sson

pla

ns.

(Not

e th

at m

arks

for

eac

hof

the

five

cri

teri

a ha

vebe

en le

ft to

the

teac

her's

deci

sion

.)

14S

233

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n (T

elev

isio

n St

oryb

oard

): (

Con

t'd)

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

10C

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAL

SST

UD

EN

T A

CT

IVIT

YT

EA

CH

ER

AC

TIV

ITY

OR

AL

:RN

AT

E P

RO

CE

DU

RE

S

For

each

of

the

stud

ents

grap

hic

arts

teac

her,

or

the

DE

SCR

IPT

IVE

SC

AL

ES

sele

cted

for

dia

gnos

ticE

ng li

s.1

lang

uage

art

sO

BSE

RV

AT

ION

/PR

OFI

LE

eval

uatio

n, c

onst

ruct

a p

rofi

lete

ache

r m

ight

lead

to th

eSH

EE

T f

or e

ach

stud

ent

show

ing

how

inde

pend

ently

wid

er p

ublic

atio

n an

dhe

or

she

can

use

the

six

cele

brat

ion

of s

tude

nts'

SEL

F-E

VA

LU

AT

ION

lear

ning

and

com

mun

icat

ion

wor

k.PR

OFI

LE

SH

EE

TS

proc

esse

s. A

sk th

e st

uden

tsPE

ER

EV

AL

UA

TIO

Nto

cre

ate

prof

iles

for

them

selv

es b

ased

on

thei

rse

lf-

and

peer

eva

luat

ions

.

PRO

FIL

E S

HE

ET

S

Use

the

prof

iles

to s

et g

oals

and

plan

inst

ruct

iona

lac

tiviti

es f

or th

e ne

xt u

nit o

fw

ork

to h

elp

the

stud

ents

beco

me

mor

e in

depe

nden

t in

thei

r us

e of

the

lear

ning

and

com

mun

icat

ion

proc

esse

s.

234

149

235

The

me

LE

SSO

N P

LA

N

Les

son

Seve

n: C

ulm

inat

ing

Act

ivity

- A

ltern

ativ

e T

hree

(L

ibra

ry R

esea

rch

Proj

ect)

Hou

seho

ld S

cien

ce: A

cids

and

Bas

esG

rade

ioC

ours

eSc

ienc

e 14

OB

JEC

TIV

ES

PRO

CE

DU

RE

SM

AT

ER

IAIS

STU

DE

NT

AC

TIV

ITY

TE

AC

HE

R A

CT

IVIT

YSU

PPL

EM

EN

TA

RY

OR

AL

TE

RN

AT

E P

RO

CE

DU

RE

S

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furn

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150

1P23

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ollo

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stru

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ctiv

ities

for

thes

e st

uden

ts.

238

151

239

Student Materials

240

153

The Foul Case of the Acid Bath Murder'

This chapter has dealt with sulphur and sulphuric acid. You already knowhow to make salts by the action of acids on metals or carbonates. Thissection deals with a man who made some complex salts by usingconcentrated sulphuric acid, to react with a more valuable material thaneither metals or carbonates. He paid a very high price for doing so . . . hislife . .

The year is 1949. The scene is the County Court, Lewes where John GeorgeHaigh is being tried for murder. There is a big crowd (mainly of women)outside the courtroom, for this case has caught the horrified imagination ofthe British Public. This is not altogether surprisingbecause John GeorgeHaigh has admitted to murder, but at the same time, claims that no chargescan be brought against him! He maintains that if no trace of the body can befound, then there can be no charge. There is no trace of the body, becauseit has been dissolved in sulphuric acid . . .

Unpaid billThe story begins in South Kensington, in a hotel which was the home

of two elderly, respectable ladiesMrs. Lane, and her friend, Mrs. Durand-Deacon. A middle-aged businessman, whose business he would only veryvaguely describe, also lived there: his name was John Haigh. Themanagement was becoming increasingly interested in the subject of hisbusiness, because his bill had not been paid for some time, and it wasgrowing large.

One day, Mrs. Durand-Deacon disappeared. Mrs. Lane, beginning togrowing anxious, started to make a few enquiries around the hotel. Mr.Haigh quickly appeared and expressed concern, too. Mrs. Lane and Mr.Haigh agreed to go the police, for Mr. Haigh had some information thatsuggested there was cause for concern.

As he told police, he had been trying to interest Mrs. Deacon in abusiness venture which would manufacture "stick-on" plastic fingernails.They had driven into London, where he had stopped to do some shopping.She had not returned to their arranged meeting spot, and so after awhile, hehad returned to the hotel without her.

Criminal recordFor a while, the police worked on this information, but they could find

no further clues to suggest what had happened to her. Enquiries were madeinto Mr. Haigh's background, and it turned out that he had been in prisontwice before, on charges of forgery and fraud. The police were nowsuspicious. Mr. Haigh was interviewed again; a cleaner's receipt in hispossession led them to a shop where they found Mrs. Deacon's fur coat,being cleaned. Haigh was arrested. He then made a statement, which,when published, shocked Britain.

1 ©Oxford University Press 1978. Reproduced from Chemistry Matters by Richrd Hart (1978)by permission of Oxford University Press.

154

241

Evidence "disappeared"The police inspector questioning him had no idea that he would make

the following statement."If I tell you the truth, you would not believe it; it sounds too fantastic

for belief . . ." At this point, he was cautioned again. But he went on."I will tell you all about it. Mrs. Durand-Deacon no longer exists. She

has disappeared completely and no trace of her can ever be found again.""I have destroyed her with acid. You will find the sludge that remains

at Leopold Road. Every trace has gone. How can you prove murder if there

is no body?"But Haigh was wrong on two counts. Firstly, murder can be proven if

no trace of the body exists. Secondly, it was not the case that the body hadbeen completely dissolved. Some traces did remain . . .

Forensic science team called inThis was a job for the forensic science team, and it was quite a job that

they had to do. The police had uncovered some hundredweights of greasy

sludge, and they now had the task of working out whether these were theremains of a human person.

Sulphuric acid had been used. You will have been warned in the lab toquickly wash off any spillages. The acid will react with flesh. Bones aretougher, being a mixture of organic and inorganic compoundsbut both willdissolve eventually. There are few things that will not react withconcentrated acid to produce either a simple or a complex salt.

But some things will notand they provided a major source of

evidence against Haigh. The handle of a red plastic bag and a plasticdentureboth of which had belonged to Mrs. Deaconremained intact andidentifiable. The police could even work out that she had suffered from a

gall bladder complaint . . .

Haigh pays the priceHaigh realized that the evidence against him was very serious indeed.

Having made the statement mentioned above, he then began a string ofincreasingly bizarre statements hoping to make people believe that he was

insane. If this could be demonstrated, then instead of being hung, he would

be committed (for life) to Broadmoor Prison. He even asked the inspectorin charge of his case:

"Has anyone ever been released from Broadmoor?"The inspector replied, "Before you start worrying how to get out of

Broadmoor, start worrying how you get in!"A leading Harley Street doctor examined him, and became convinced

that Haigh was insane. He spoke in Haigh's defence at his trial.But the jury was not convinced. It took them only fifteen minutes to

come to their verdict, "Guilty." He was hanged seventeen days later atWandsworth prison. Haigh paid the price for performing what must be themost gruesome experiment to produce salts, of all time.

242

155

SMALL GROUP DISCUSSION QUESTIONSfor The Foul Case of the Acid Bath Murder

Group members: Leader

Recorder

1. Skim through the last part of the article again and make a list of thethings that were dissolved by the acid.

2. Next, make a list of the things that were not dissolved by the acid.

3. What would you have done to dispose of this evidence? Try to think ofseveral possible ways to do this.

4. Tell about a personal experience you have had handling acids around yourhome, school, or workplace.

5. Can you suggest a container that could be used to store acids safely?

243156

INVESTIGATING ACIDIC AND BASIC HOUSEHOLD SUBSTANCES

NAME

Substance Test Observations Interpretations

vinegar blue litmus

vinegar red litmus

ammonia blue litmus

ammonia red litmus

distilled water blue litmus

distilled water red litmus

baking soda blue litmus

baking soda red litmus

cream of tartar blue litmus

cream of tartar red litmus

sour milk blue litmus

sour milk red litmus

fruit juice blue litmus

fruit juice red litmus

157 244

JOURNAL ENTRYfor

Chapter 4: Acids and BasesInvestigating Acidic and Basic Reactionsin Common Household Substances

Writing in your journal about what you have done during your classes willhelp you to understand and remember what you have learned and how youhave learned it. It will also help you to think of questions you can ask tolearn and understand more about this unit and about how scientists thinkand work. Overall, it will help you improve your learning. thinking. andwriting.

The following questions and suggestions will help you think of what to writein your journal about today's class.

Write what you have learned today about these things:

safety procedures in the labhow to safely identify acids and basesthe importance of keeping a written record of ooservations and

interpretations when you carry out scientific investigationsthe value of previewing the information in your textbookhow you can use your knowledge of acid-base reactions at home or in your

workplace

Did you and your partner encounter any problems as you carried out yourwork today? Why do you think this happened? Were you able to solvethese problems?

Think about what you read and the work you did today and compose atleast two questions that you would like to have answered so that you canlearn more about acids and bases or about the information in your textbookor about how scientists work.

245

158

JOURNAL ENTRYfor

Lab 10: Natural Indicators

This journal entry will be a little different from the one you did previously.This time you will be taking on an imaginary role and writing as if you weresomeone else. The folio ving instructions will give you some ideas for yourwriting. However, you will also have an opportunity to use your imagination.

Imagine that you are the scientist who discoveredthat natural indicators could be used to measure thestrength of acids and bases. Naturally, you are veryexcited about this important discovery and you wantto make a permanent record of it. In your journalentry, recount how you made this discovery. Whatmade you suspect that indicators might occurnaturally in plants? Was it an accidental discovery?How did you test your assumptions? What did youobserve? Explain why you think this is an importantand useful discovery. What questions has it raisedthat you will want to pursue in subsequentinvestigations?

246159

DESIGNING A POSTERTO PROMOTE SAFETY WITH ACIDS AND BASES

For this assignment you will be designing a poster to promote the safehandling, use, and/or storage of acids and bases. Your poster will bedisplayed in one of the school's labs or in the community. depending uponthe assignment you select from the choices below.

CHOOSE ONE OF THE FOLLOWING ASSIGNMENTS

A Design a poster for use in a school lab. Your poster shoulu inform otherstudents about the safety precautions they should take in the lab whenthey are handling and using acids and bases. To help your audienceremember your message, create an original hazard symbol, logo, orslogan, appropriate for the purpose of the poster.

a Design a poster for use in a school lab. Your poster should inform otherstudents about how acids and bases may be safely stored and disposed ofin the lab. To help your audience remember your message. create anoriginal hazard symbol, logo, or slogan, appropriate for the purpose of theposter.

C Design a poster for use in a school lab. Your poster should inform otherstudents about how to properly treat an acid or a base spill. Emphasizethe materials that should be used for neutralizing either type of spill. Tohelp your audience remember your message, create an original hazardsymbol, logo, or slogan, appropriate for the purpose of the poster.

D. Design a poster for use in a workplace where people handle, use, andstore materials containing acids or bases as part of their work. Yourposter should inform the workers how to safely handle, use, and storematerials containing acids and bases in their workplace. To help youraudience remember your message, create an original hazard symbol, logo,or slogan. appropriate for the purpose of the poster.

E. Design a poster for display in a day-care centre, supermarket, orpharmacy. Your poster should inform the parents of small children howto safely store acids and bases in their homes. To help your audienceremember your message, create an original hazard symbol, logo, orslogan, appropriate for the purpose of the poster.

F. Design a poster for display in a day-care centre or a kindergartenclassroom. Your poster should inform preschool children about thedangers of eating or drinking substances that may contain acids or bases.To help your audience remember your message, create an original hazardsymbol, logo, or slogan, appropriate for the purpose of the poster.

247160

CRITERIA FOR EVALUATING POSTERS

Name(s) of the poster designer(s)

The poster demonstrates a clear understanding and an accurate application ofsafety precautions related to the handling, use, and/or storage of materialscontaining acids and bases.

The language used is appropriate to the intended audience. It communicatesclearly, precisely, and concisely.

The poster makes effective use of illustrations and color to catch the interest ofthe audience and to convey the information. It is neat, visually appealiing, andeasy to read.

The poster makes effective use of an original hazard symbol, logo, or slogan tohelp the audience remember the message.

The conventions of language (spelling, punctuation, and grammar) areaccurate.

/TOTAL

I, 0 I 4 0

DESIGNING A TELEVISION ADTO HELP VIEWERS UNDERSTAND ACIDS AND BASES

IN EVERYDAY ACTIVITIES

For this assignment, the members of your group will take on the roles oftelevision scriptwriters who have been hired by the producers of a televisionscience program. The producers have asked you to create a one-minutetelevision ad that will help their viewers become better informed about howacids and bases are involved in everyday activities. They have given you achoice of two specific assignments, described below. You will use atelevision storyboard to design your ad.

CHOOSE ONE OF THE FOLLOWING ASSIGNMENTS

A. Using a television storybook format, design a one-minute television ad topromote the safe use and storage of a product containing acid or a base.(Think about what you have learned in this unit and select an appropriateproduct.) In your ad, show the viewers what can happen if this product isused or stored in a dangerous manner. Then show them how to use andstore the product safely. To help your viewers remember your message,design a hazard symbol for this product that will remind them of thedanger, and use it in your ad.

a Using a television storyboard format, design a one-minute television ad topromote a better understanding of how an acid-base reaction can be usedto solve a common household problem. (Think about what you havelearned in this unit and select an appropriate problem.) Show yourviewers what can happen if a person does not understand how an acid-base reaction is related to the problem. Then show them how aknowledge of the acid-base reaction can help them deal more effectivelywith the problem. To help your viewers remember your message, createa logo or a slogan that will remind them of the solution to the problem,and use it in your ad.

249

162

USING THE TELEVISION STORYBOARD FORMAT

The television screen is used to describe what the viewer will see on thetelevision screen. The audience for this writing is the camera operator;therefore, some special terms that have meaning for scriptwriters andcamera operators are used here.

V.O. is an abbreviation for "voice over." In this space, the scriptwriter writeswhat the viewers will be hearing while they are watching the picture on thescreen. The audience for this writing is the viewers who are watching theprogram; therefore, the language used has to be very clear, precise, andconcise in order to communicate ideas quickly to people who may not knowmuch about your topic. The scriptwriter must be able to put complex ideasinto simple terms for viewers.

B/G is an abbreviation for "background." In this space, the scriptwriterdescribes any background music or sounds that will be used continuously,under the announcer's voice, during this camera shot. The audience for thiswriting is the sound operator; therefore, the description must be brief andclear.

EFFECTS is a short form of "sound effects." In this space, the scriptwriterdescribes any special sound effects that will be used during this camera shotand where they will be used. The audience for this writing is the soundoperator; therefore, the description must be brief and clear.

250163

TERMS USED BY SCRIPTWRITERS AND CAMERA OPERATORS

To describe the distance between the camera and the subject:

LS "long shot", of a person's whole body, for exampleoften used at the beginning of a sequence to set the scene

for viewers

MS--"medium shot", of the upper part of a person's body, forexample

CU"close up", of a person's face, for exampleoften used to emphasize special information or symbols

To describe camera movement:

PANleft /right/up/down

ZOOMin/out

To describe camera angle:

TILTup/down

To describe transitions from one shot to another:

CUT

FADE IN/FADE OUT

251

164

PRO

JEC

T T

ITL

E:

DIR

EC

TO

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TS:

252

EFF

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TS:

165

I,

r V.O

.

B/G

:

EFF

EC

TS: 25

3

TELEVISION ADS: CRITERIA FOR EVALUATING STORYBOARDS

Names of the scriptwriters:

The ad demostrates a clear understanding and an accurate application ofscientific ideas and language related to acids and bases.

The language used communicates clearly, precisely, and concisely to each ofthe three audiences (camera operator, viewers, sound operators).

The ad makes effective use of visuals, camera shots (distance, movement,angle, transition), background : iusic, and sound effects to reinforce the verbalmessage.

The ad make effective use of an original symbol. logo, or slogan to help theviewer remember the message. /The conventions of language (spelling, punctuation, grammar) are accurate.

TOTAL

., , r. 254

document resume cs 508 670 ed 373 374 title ...document resume ed 373 374 cs 508 670 title...

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