GANAG Lesson Plan Teacher: Luis De Avila Discipline: Science, Chemistry Date: May-5-2019 Lesson Topic: Substitution Reactions What are the prerequisite skills for the daily goal? Students must have a basic knowledge of chemical equations and stoichiometry Daily GANAG Structure Personal Organization and Preparation / Materials (Teacher): Classroom Setup and Materials Time: Resource Who Uses? When Used? Where Placed? Where From? Dry Erase Boards Brain Pop Video All Students Application At Desks New Information On Laptop Teacher Materials Internet Goal Setting: We are trying to get the brain to focus on the goal; reduce impulsivity and stick to a task; provide a clear picture for how the day’s learning links to the larger questions or objectives for inquiry and learning. Goal Setting: This should be reviewed with students following the APK. Teacher will have a student to read the goal and will discuss it with the class emphasizing on the type of reactions. Teacher is to discuss with the students what substitution mean. After that, teacher has to tell the students that they have to present a written report and oral presentation in English. Activating Prior Knowledge: We are trying to get the brain to associate, make analogies, compare and spike student interest. Warm Up Aligned to Daily Goal: Time: Today I will: make soap in my science class. So that I can: reinforce my understanding of substitution reactions. I know I have it when: I prepare a written report in English and an oral presentation to share with my class. Think-Write-Pair-Share 1. Student will answer the following question individually in their science notebook. What is soap? It removes remove grease. How is that possible? How is it made? 2. Then they will turn and talk to the person next to them to share their answers. 3. Finally, students share their ideas with the rest of the class. After students share their ideas, teacher will show the following video (click here)to students. Student will take notes on their science notebook about their noticing and wonderings in a T-chart. Noticings wonderings Time: New Information: Introduction of New Information: We are trying to get the brain to gather, organize, and make meaning of information. New Info Source: teacher will hand out the procedure for the experiment and will have students read it and discuss it with them by asking confirmation questions. After that, teacher will review the safety guidelines for the lab. Time: Application of new learning (Student Work time): Students need to be given an opportunity to apply their new information to a relevant and higher-order situation. Application Task: Students will perform the lab and will take notes about their observations. Teacher will monitor students at all times. Time: Generalizing on Goal and learning: We are trying to get the brain to “put a tab on the folder,” make a connection to the goal and retain the information learned Exit Ticket Prompt: Have students answer the following prompt on a piece of paper: describe the process of making soap. Time: HW Assessment (Components 1E, and 1F) Homework Assignment: Reading: the story behind soap. Students will prepare a written report in English and will get prepared for an oral presentation of it. Review Check For Understanding: Are we ready to move on? Additional Information: Since students are English learners the teacher must prepare in advance in collaboration with the English teacher some stem sentences that students can use when they write their report and while presenting. Sample stem sentences: Science Lab Report Sentence Starters Purpose The purpose of this experiment was…. This lab relates to the things we have been learning in class because.... One skill I practiced in this lab was.... Some other skills I used were.... In this lab I did/did not need a hypothesis because…. Conclusions At the end of this experiment, I ended up with ______g of ______. These results make sense/ do not make sense because…. In this lab I learned…. I also learned…. I believe I accomplished the goals of this lab because… In this lab, I got to practice…. Error analysis At the end of the experiment, I ended up with _____g of ___, but the theoretical yield showed have been_____. My percent yield/ error was…, which means…. One source of error may have been…. This would have affected my results because…. Another source of error was… It would have affected my results because…. If I could do this again, I would….