DeBise Lesson Plans Week November 10

8/17/2019 DeBise Lesson Plans Week November 10

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DeBise Lesson PlansSixth Grade Science

November 17

1. ENGAGEMENT Time: 5-10 Minutes

What the Teacher

Will DoProbing/Eliciting Questions

Student Responses and

Misconceptions

1) Set up anchor

video/introducti

on. rie!"

e#p$ain %ideo

&) 'a" out our

p$an (or the

ee*.

+hat do "ou thin* e,re

are doin this ee* ased

on the video

+hat *inds o( materia$s i$$

e need (or a $ter o

i shou$d it e +hat

thins i$$ it need to $ter

out

The $ter is 2ust a

si(ter/net device 3on$"

pic*s out $arer

partic$es).

" runnin the ater

thouh such a $ter4

acteria and chemica$s

can e ta*en out o( the

ater.

Eva$uation/ecision 6oint Assessment Student 7utcomes

&. E86'79AT7N Time: ;5-


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scientist3s)4 pu$icist 3in

chare o( reportin out)4

enineer 3desin p$ans4

ac@uire materia$s)

310min)

5) 9EA 35-10min)

Team ui$din: ino-

et to *no "ou.

B) Students i$$

research di=erent t"pes

o( po$$ution

-+e

@uest/scavener hunt

3&0min)

What $inds o% thin"s

are important to $no#

about your partners!

&o# #ill this help your

team #or$!

What $inds o%

pollution a'ect #ater!

&o# does this a'ect

di'erent types o%

#ater (rain clouds

rivers ocean

under"round etc!


;. E86'ANAT7N Time: 15-&0 Minutes

What the Teacher Will DoProbing/Eliciting

Questions


Misconceptions


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C) a"

summar"/E#pectations

(or tomorro 310min)



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November 15 and 16

5E Lesson Template

Lesson Author(s) Allyssa Hinkle, Andrew Groth, Andrew Simmons

Lesson Title PBI Lesson 2 “Research and Build the Filter”

Lesson Source

Technology Needs (if

any)

Smart Board projector for slideshow ppt.

Date/Time Lesson to be

Taught

18-19 November 2014

School JSAA

Supervising Teacher Mrs. Cami Debise

Math or Science? Science

Lesson Concepts Water Purification and Filtration

Water Filter Design

Objectives Students will demonstrate understanding of water purification

Students will demonstrate understanding of filters and parts

of filters

Students will demonstrated understanding of filter

construction and design

CO State Standards6th Grade Science

• Standard 3: Earth Systems Science 2

o Water on Earth is distributed and circulated through oceans,

glaciers, rivers, ground water, and the atmosphere

Evidence Outcomes Students can!

"denti#y problems, and propose solutions related to water $uality,

circulation, and distribution both locally and worldwide

2%st &entury S'ills:


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Relevance and Application:

1 Home water quality and consumption affects for health

and conservation policies.

Materials List and

Advanced Preparation

Poster Paper

Tape masking

Colored Pencils

Dirty Mars Water sample(provided by the teacher)

Clear cups (10) – for observing water samples

Filter Materials-

- 2 liter bottle

- Filter media (cotton, screen, macaroni, sand, cotton balls,

coffee filters, Carbon, sponges)

Teachers will prepare 2 liter bottles beforehand by removing the

bottom from each bottle. Each filter bottles will be pre-plugged with

cotton balls and a layer of coffee filters. Students will “fill” the

bottles with filter materials they chose from the list of available

materials provided by the teacher (above)

Safety Students will be working with materials that could harm then is

swallowed. Teacher will brief students that materials will not be

placed in their mouths at any time.

Also cut edges of 2 liter bottle may be sharp and students will be

briefed to take care when building the filter

Accommodations for

Learners with Special

Needs

Students will be given filter research sheet as well as

printouts on the different filter media. Students will “draw”

what they observe the dirty Mars water to be. Teachers will

help students put together their filter.


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&. E86'79AT7N Time: Minutes 15


Questions


Misconceptions

Mrs in*$e i$$ ive a

@uic* demonstration

and set up a so$ar sti$$

and then i$$ sho the

students the samp$e o(

MA9S ater that the"

i$$ e re@uired to

c$ean.

Students i$$ e iven

the 7servation sheet

and teachers i$$ o to

di=erent roups and

pour samp$es into sma$$

cups so that students

can ma*e oservations.

'oo* at the ater

and oserve hat is

in it. o "ou thin*

that e can use 2ust

one t"pe o( $ter

that c$ean a$$ o( the

dirtF or i$$ e

need to usedi=erent t"pes to

c$ean di=erent

po$$utants

Students ma" thin* that

$ters are 2ust one $a"er

and that $a"er can c$ean

a$$ po$$utants.


;. E86'ANAT7N Time: Minutes &0


Questions


Misconceptions

Ne#t Mr Simmons i$$

ive out the uided

researchF papers.

Students i$$ research

$ter media and

discover hat t"pes o(

media $ter out hat

Thin* aout the

ater samp$e "ou

oserved and then

$oo* at the $ter

media and see hat

"ou thin* i$$ est

c$ean it.


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t"pes o( po$$ution.

7* $ets tea* a rea* and

atch a video one o( our

NASA spacemen 2ust

sent to us

9EA HHH

Iunn" video 3Martians)

https://."outue.co

m/atch

vJe7;;o0seKA



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$ter ott$e ith $a"ers

o( materia$ the" p$ace

in. 'ae$ the materia$

3teachers i$$ sho an

e#amp$e picture to the

c$ass)

&. ui$d the actua$ $ter

that matches the picture

the" dra.

each $a"er to c$ean

ase on "our

research

Etc


5. E%A'DAT7N Time: Minutes &


Questions


Misconceptions

Teacher i$$ pass out vocau$ar" terms e#it tic*et that students i$$comp$ete as homeor* and return the ne#t c$ass period 3each student i$$

e re@uired to turn in an individua$ sheet)

i=erentiation Time: N/A

Students #ho are behind or need

support

4or advanced or "i%ted students

November /0 and /1

5E Lesson


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Lesson Author(s) (ndrew Groth, (ndrew Simmons, (llyssa )in'le

Lesson Title *ay 3 +ars Water iltration

Lesson Source

Technology Needs -one

Date/Time Lesson to be

Taught

-ovember 2.th / 2%st, 2.%0

School 1S((

Supervising Teacher +rs *eise

Math or Science? 6th Grade Science

Lesson Concepts Water iltration

Objectives Students will be able to!

• 4resent and describe their #ilters

• E5plain their thin'ing behind the supplies chosen

CO State Standards 6th Grade Science

• Standard 3: Earth Systems Science 2

o Water on Earth is distributed and circulated through oceans,

glaciers, rivers, ground water, and the atmosphere

Evidence Outcomes Students can!"denti#y problems, and propose solutions related to water $uality,

circulation, and distribution both locally and worldwide

2%st &entury S'ills:

Relevance and Application:

2 Home water quality and consumption affects for health

and conservation policies.

Materials List and

Advanced Preparation

7arge poster sheets, +ar'ers, &olored pencils

Safety -o ma8or concerns9 however, all other classroom e5pectations and

procedures must be #ollowed

Accommodations for

Learners with Special

Needs

(llow #or more time during the presentations

(llow #or di##erent and uni$ue presentations


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(s' more speci#ic and basic $uestions

1. ENGAGEMENT Time: 10 Minutes

What the Teacher WillDo

Probing/Eliciting QuestionsStudent Responses and

Misconceptions

• ecap the class

be#ore

• *iscuss the

#iltration building

*iscuss the

upcoming testing

and presentations

• What supplies is your group using;

Why;

• What material #iltrates what;

• )ow are you going to present;

• "s there anyway to improve your

#ilter be#ore testing;

• Screens, -oodles, &otton,

&arbon

• Screens #ilter out the

marshmallows, -oodles soa' up

the #ood coloring

• 4oster sheet


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(s' students about their materials used and their posters Students should be able to list their

materials used, what they e5pect to

#ilter, how they>re being #iltered out,

and their presentation plan

5 Minute rea*

;. E86'ANAT7N Time: &0 Minutes

What the Teacher Will Do Probing/Eliciting QuestionsStudent Responses and

Misconceptions

Each group will come be#ore

the class, one at a time

o @heir #ilter will be tested

individuallyo @he class will watch as the


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presenting should be ta'ing

notes about each others #ilters

o 7isting the pros and cons

o# each


(s' the students the advantages and disadvantages o# each #ilter

(s' what an optimal #ilter design would loo' li'e

Students should be able to

describe the optimal #ilter design

5. E%A'DAT7N Time: 10 Minutes


Questions


Misconceptions

•

ecap pro8ect• Dote on the best #ilter design best #ilter receives a small prie

• )ave every student #ill out a short e5it tic'et 8ournal entry

i=erentiation Time: N/A

Students ho are ehind or need

support

Ior advanced or i(ted students

Students behind can #ocus more on the design and

the building and less on the how and why

(dvanced students can thin' o# other materials that

can be used and how other popular mass mar'et

#ilters wor', ie ritta #ilters

Documents

DeBise Lesson Plans Week November 10